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Not only does Singapore have a unique ethnic and multilingual makeup, it also boasts unique language policies, especially with regard to the learning of the official languages. Previous studies of Singaporean youths have largely focused on the differences in attitudes and code-switching between linguistic varieties (e.g. Colloquial Singapore English [Singlish] and Standard Singapore English) as well as looking at the specific languages of Singapore's multilingual community. This paper seeks to examine how Chinese-Singaporean youths differ in their perception of the benefits (general, communicative, cognitive and pragmatic) and disadvantages associated with Mandarin-English bilingualism and their Chinese-Singaporean identity. 165 Chinese-English bilingual youths from secondary schools, Polytechnics/Junior Colleges, University undergraduates and young working adults were stratified based their gender, socio-economic status and self-rated language proficiency. Our findings suggest that bilinguals' self-rated proficiency is generally the best indicator of local Chinese youths' attitudes towards Chinese-English bilingualism and identity, regardless of their current occupation, gender or socio-economic status.

The relationship between executive functions (EF) and bilingualism has dominated debate in the field. This debate was characterised by optimism for a bilingual advantage until the last decade, when a steady stream of articles reported failure to find a consistently positive effect for bilingualism. In addition to addressing concerns about study quality, this turn of events has spurred research into other variables that may explain the conflicting findings. While recent studies have focused on sociodemographic variables and interactional contexts such as age, code-switching frequency, and socioeconomic class to account for various group and individual differences, the impact of culture is seldom scrutinised. This paper examines the possible effect of culture among bilingual studies on EF by first contextualising how bilingual EF are studied and outlining the absence of culture as a macro variable, followed by a discussion on how culture and language are often conflated. This paper directs attention to the small but emerging research that tracks the importance of culture as a separate variable from language. This review discusses why macro culture and individual monoculturalism or biculturalism need to be carefully elucidated as a factor that can interact with the bilingual experience in shaping EF. [ABSTRACT FROM AUTHOR]

This study investigates how bicultural switching could influence cognitive performance on Executive Functions tasks among bicultural-bilinguals.Study 1 (n = 233) integrates self-report questionnaire data on cultural and language behaviour with a priming experiment, providing empirical evidence of young adult bilinguals’ ability to shift between multiple cultures.Study 2 (n = 48) explores the effect of cultural switching frequency on young adult bicultural bilinguals’ performance on tests for interference and inhibition control, set-shifting ability, and attention.Study 1: A repeated measures ANOVA was conducted to determine the effect of different primes on participant’s ratings. We ran a two-way mixed ANOVA to ascertain the effect of interlocutors (Grandparents/relatives, Parents, Siblings, Peers/co-workers, Social media) on behaviour (Cultural, Language). Study 2: A one-way ANOVA was conducted on Simon, Flanker, and Wisconsin Card Sort tasks (WCST). Each of the three attention network components was analysed using a 2 (trial-type, within-subjects) × 2 (Switching Group, between-groups) mixed-ANOVA for the Attention Network task.Study 1: Participants who alternate frequently between cultural frames made a clearer distinction between Western primes than those who switched between cultural frames less, suggesting that the frequency of cultural switching could impact cognition. Study 2: Bicultural bilinguals who switched between cultural frames frequently resolved stimulus-response conflict significantly faster in the Flanker task, made fewer mistakes within each sorting block in the WCST, and had a smaller conflict effect compared to infrequent switchers in the Attention Network Task.This study examines the effects of bicultural switching on Executive Functions of highly proficient bicultural bilinguals, highlighting it as a potential confound in bilingual research. Bicultural switching effects on interference and inhibition-control persist even in participants at the developmental peak of their cognitive processing capabilities after controlling for a plethora of socio-linguistic variables. Our research highlights how this understudied aspect of multiculturalism may have broad implications for bilingual research in Executive Functions. [ABSTRACT FROM AUTHOR]