The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolingual and Dual Language Learners

This article proposes a conceptual model for the direct and indirect relations between the development of self-regulation and of language among DLLs in early childhood. The authors discuss the similarities in the timing and mechanisms of self-regulation and language development separately and then how these domains are interdependent and directly related. They assert that language facilitates mental organization and representation of self-regulation, whereas self-regulation allows children to capitalize on language-learning opportunities.