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Code-switching, that is, the alternation between different languages in a single utterance, provides a unique window into language control mechanisms. Prior studies suggest that bilinguals upregulate their cognitive control when reading sentences that start in one language and end in another (e.g., Adler et al. 2020; Bosma & Pablos, 2020). The current project investigates whether more common types of code-switches and different modalities engage cognitive control differently. We had early Spanish-English bilinguals listen to (Experiments 1, 2, 4), or read (Experiment 3) sentences that were in Spanish only, or included dense or insertional switches to English. After each sentence participants responded to a Flanker trial. In contrast to prior findings, we either found no effect (Exp. 1), or a larger Flanker conflict effect after a switch vs. a unilingual sentence (Exp. 2 - 4). We therefore have no evidence that processing common types of code-switches upregulates cognitive control.

Whereas most existing research has examined the prevalence of current English learners (ELs) in special education, we propose and test the use of the ever-EL framework, which holds the subgroup [...]