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A bilingual advantage has been found to exist within emotional intelligence (Yow & Markman, 2011; Alqarni & Dewaele, 2018; Taheri et al., 2019; Niedbala, 2021). However, emotional management is an aspect of emotional intelligence that has not been widely studied in relation to bilingualism. Here, we compare English-Spanish bilinguals and English monolinguals in their ability to manage emotion. Two parts of an untimed online survey were administered, consisting of the Situational Test of Emotional Management – Brief (STEM-B) and Language Assessment Scales (LAS). Our goal was to determine whether a bilingual advantage exists within the context of emotional management. The data show that bilinguals significantly outperform monolinguals in managing emotion. Further research should examine the bilingual advantage in emotional intelligence in an effort to understand the structures that subtend the association between language and emotional management.
Early identification of dyslexia is essential to providing children with the necessary services and support to succeed academically. Current dyslexia screening measures are not widely available for English-speaking monolingual children and those available for bilingual children are not widely used. To contribute to the effort to provide widely available screening for six-year-old English speaking and bilingual children, the ASU Bilingual Language and Literacy Lab, the Child Language and Literacy Lab, Learning to Soar Tutoring, Healing Hearts Pediatrics, and the Phoenix Children’s hospital have collaborated to develop the Dyslexia Screening Questionnaire (DysQ) that is offered in both English and Spanish. The goal of this study (Phase I) was to test the readability and comprehensibility of the DySQ to help ensure that it is accessible to a wide population of English and Spanish-speaking parents. In the second phase of the study, we aim to validate the DySQ by comparing the DySQ results with gold-standard testing for diagnosing dyslexia. The ultimate goal is to implement the DySQ into pediatric settings so that English and Spanish-speaking children may be screened for dyslexia at their 6-year-old well-child check-up.