Nowadays the teaching of second languages (L2) is becoming highly important in the European Union as it is exposed in the Common European Framework of Reference for Languages (CEFR). In Spain, the central government as well as the government of the regional community (Junta de Andalucía) is promoting the teaching of L2 in public and private schools through the implementation of bilingual schools and the teaching of L2 in Preschool in all schools.

Several studies prove that the executive functions (EF) are very relevant for learning and developing the linguistic competence. One of the EF, the capacity of working memory (WM), is a relevant factor for the learning of L2 and gender and age of the participants are also variables to be considered . 

For this study we have chosen 50 participants (21 boys and 29 girls) from two groups of a private school which benefits from subventions from the Ministry of Education located in the province of Cadiz (Spain). The 2 to 3 year old pupils who participated are in the first grade of the second cycle of Pre-School Education.

This study is focused on determining the potential noticeable differences in the WM of the participants and two of their variables (gender and age). Relevant differences between the participants would show another aspect of diversity in the classroom to be taken into account and it would imply some guidelines for designing activities and teaching children of these ages.

 Although it is not known yet  the weight of the components of the EF academic success, the evolution of the subcomponents of the EF of children, and especially the WM -can predict academic results obtained in the future (Legare, Ponitz, Li and Morrison, 2011). In fact, Atkins and Baddeley (1998) said in a study that immediate verbal memory directly affects the vocabulary and so the learning of L2. Therefore, if we can optimize it, we may be able to achieve better learning outcomes. For this prupose, we need to know what variables affect the development of the EF; especially the WM.

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