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![]() These programs originally aimed to support ELs during their early years of education by providing formal instruction in their native language while also exposing ELs to English native and balanced bilingual speakers. ![]() to more than 2000 programs in an effort to support English Learners (ELs) ( Watanabe, 2011 Maxwell and Jose, 2012). Due to increasing needs, dual-language immersion programs have also grown in the U.S. According to the United States Census Bureau (2015), the number of people who speak a language other than English at home has risen by 158% compared to the country’s population that rose by 38% from 1980 to 2011 ( Ryan, 2013), reaching 20.7% of the population. The multilingual population has increased greatly across the world and in the United States (U.S.) ( Ryan, 2013). Additional research is warranted to understand causal relationships and ultimate impact on language skills in multilinguals. ![]() These preliminary findings suggest a possible impact of formal language immersion on low-level auditory processing. However, individual differences in FM sensitivity were not associated with phonological awareness, a pattern typically observed in monolinguals. The immersion program students were also observed to have better phonological awareness performance. Results demonstrate that children in immersion programs have greater sensitivity to FM, but not RT, controlling for various factors. and their performance in FM and RT perceptual tasks at the end of their second year in Cantonese or Spanish dual-language immersion compared to children in general English education programs. Here we examine 92 English-speaking 7–8-year-olds in the U.S. Performance on these auditory processing tasks such as FM and RT by children learning another language is, however, unknown. While learning an additional language, children may develop an increased sensitivity to these cues to extract relevant information from multiple types of linguistic input. Perception of low-level auditory cues such as frequency modulation (FM) and rise time (RT) is crucial for development of phonemic representations, segmentation of word boundaries, and attunement to prosodic patterns in language. ![]() 13Haskins Laboratories, New Haven, CT, United States.12Departments of Mathematics, Neuroscience, Psychiatry, and Educational Psychology, University of Connecticut, Storrs, CT, United States.11Department of Neurosciences, KU Leuven, Leuven, Belgium.10Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, United States.9Brain Imaging Research Center, University of Connecticut, Storrs, CT, United States.8Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland.7Department of Behavioral and Cognitive Biology, Faculty of Life Sciences, University of Vienna, Vienna, Austria.6Brain and Language Lab, Cognitive Science Hub, University of Vienna, Vienna, Austria.5Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria.4Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States.3Department of Speech, Language and Hearing Sciences, University of Connecticut, Storrs, CT, United States.2Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, United States.1Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States. ![]() Chloe Jones 1,2† Elizabeth Collin 1,3† Olga Kepinska 1,4,5,6,7,8 Roeland Hancock 1,9 Jocelyn Caballero 4 Leo Zekelman 4,10 Maaike Vandermosten 4,11 Fumiko Hoeft 1,4,12,13* ![]()
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