Language and linguistic congruency modulate adolescent performance in bilingual verbal memory tasks

This study examined the effect of linguistically congruent audio-visual cues on verbal memory in adolescents learning English as a second language. Eighty students from a bilingual school watched a film clip in their native language (L1, Spanish) or in their second language (L2, English), followed by the presentation of a list of related words. Participants were assigned to four conditions that combined the language of the film clip (Spanish or English) and the word list (L1 or L2) in a congruent or incongruent manner. Memory was assessed through free recall and recognition tasks, both immediately and one week later. We expected that linguistic congruency between the audio-visual stimulus and the verbal material would facilitate word recall and recognition. The results indicated that the group with consistent presentation in L1 performed better on immediate free recall and recognition tasks, while the L2 groups had fewer intrusions in free recall. In recognition tasks, there was a general improvement in delayed performance, probably associated with consolidation processes. These findings suggest that linguistic congruence and dominant language differentially modulate access to verbal memory, with differential effects over time. These findings have pedagogical implications for the use of audio-visual material in foreign language teaching.