With growing evidence of bilingual advantage within cognitive functions of individuals who can fluently speak two different languages, there has also been continuous debate on whether such influence exists within the components of executive functions, which produces an equivocal stance on the subject. Working memory has particularly received little research on this subject. This important construct ought to be examined because of its importance in enhancing general intelligence and good academic ability, especially among young university adults, coupled with the structure of the South African population as a multilingual nation. The aim of this study was to investigate whether a possible relationship exists between bilingualism and elements of working memory to assess the possible bilingual advantage. A convenience sample of 194 undergraduate university students from a premier university in the Johannesburg Metropolitan area was conducted in South Africa. Self-reported demographic and Language Experience and Proficiency Questionnaires (LEAP-Q) were administered to participants to determine their bilingual construct. The Automated Working Memory Assessment test battery measured the working memory (WM) components. Descriptive statistics described all demographic, working memory, and language proficiency variables. Correlation and inferential statistics measured the possibility and strength of the relationship between language proficiency and WM components. The sample result showed proficiency in two languages, having correlations with the subtests and composite scores of WM components, and varied significant relationships between the two constructs. Implications of these findings are discussed to elaborate on the bilingual advantage on students’ working memory performance and resulting academic success.

Keywords: Bilingual advantage, university students, executive functions, multicomponent model, working memory.