In this study, the authors examined the relationship between paradigmatic and syntagmatic word knowledge. The authors used familiar concrete nouns administered in Spanish and English to 88 bilingual 4th and 5th graders. Students were tested on the ability to provide superordinates, communicatively adequate definitions, and rich object descriptions. Producing superordinates in Spanish was a reliable predictor of the same skill in English, while controlling for breadth of vocabulary knowledge in each language. The relationship between communicative skills in Spanish and English was evident only when English and Spanish breadth of vocabulary knowledge were controlled. Communicative adequacy of definitions and rich descriptions of concrete nouns depended more on specific vocabulary knowledge in English than on transfer. TransferCummins (1979) hypothesized that metalinguistic and academically mediated language skills transfer across languages, whereas communicative skills must be reacquired anew in a second lan-

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We present here the results for the kindergarten level of a qualitative research study on the impact of a curriculum connecting learningevents in Spanish and English in authentic communicative performances. The school in the study was a private institution in a mid-sizedColombian city. The curriculum is based on communicative and constructivist principles and presents the learning events as communicativeauthentic performances. We describe the performances that the kindergarten teachers developed based on the curriculum, how they achievedauthenticity in them, and their impact on the students’ attitude towards the English class and on their learning. We analyzed four teacherinterviews and four class observations done over a year, plus two more class recordings made independently by the teachers. They revealthat teachers used a variety of games, especially role-playing games developed from ideas from the children, reading of stories, and songsand that the students became enthusiastic and active and improved their oral skills considerably.

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El presente artículo informa acerca de los hallazgos de la tercera etapa de una amplia investigación sobre el fraude académico universitario que ha conducido el Centro de Investigación y Formación en Educación, CIFE, de la Universidad de los Andes en Bogotá, con el propósito de desarrollar intervenciones para combatirlo. Ante resultados preocupantes de las primeras etapas en términos de la frecuencia de fraude en la Universidad y de las razones que dan los estudiantes para cometerlo y evitarlo, emprendimos una detallada investigación cualitativa que analiza con profundidad estas razones. A partir de los resultados, proponemos una interpretación de tipo cultural para las decisiones de fraude de los alumnos, que se aleja de una que considere solamente factores relacionados con el desarrollo moral individual. Luego utilizamos principios constructivistas del aprendizaje y su posible aplicación, para sustentar la necesidad de combatir el fraude académico desde el cambio pedagógico. Palabras clave:Fraude académico, plagio en educación, educación universitaria, educación superior, fraude y pedagogía. AbstractThe present article gives information about the findings of the third stage of a research project on academic fraud that has been conducted by the Centro de Investigación y Formación en Educación, CIFE, from the Andes University, Bogotá, with the purpose of developing interventions to fight it. Facing upsetting findings in the first two stages about the frequency of fraudulent behaviors and the reasons given by the students to justify academic fraud, we conducted a detailed qualitative study that analyzes these reasons. From the results we propose a cultural explanation for students' decisions on academic fraud, instead of one that only takes into account factors related to individual moral development. Then we use constructivist learning principles and their possible applications to support the need to fight against academic fraud from pedagogical change.