Development of a cognate awareness measure for Spanish-speaking English language learners

Malabonga, Valerie; Kenyon, Dorry Mann; Carlo, María S.; August, Diane; Louguit, Mohammed

doi:10.1177/0265532208094274

Cited by 44 publications

(56 citation statements)

References 11 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These results confirm, first, that there is a cognate facilitation effect in Frisian-Dutch bilingual children and replicates in this respect previous studies with vocabulary tests that showed that children with a low intensity of exposure to the tested language perform better on cognates than on non-cognates (Schelletter 2002;Malabonga et al 2008;Kelley and Kohnert 2012). Second, the effect is gradual, which is in line with previous RT studies with bilingual adults (Duyck et al 2007;Dijkstra et al 2010).…”

Section: Discussionsupporting

confidence: 91%

“…It was investigated whether the cognate facilitation effect that has previously been found in vocabulary studies with other groups of child L2 learners and children with a low intensity of exposure to the tested language (Schelletter 2002;Malabonga et al 2008;Kelley and Kohnert 2012), could also be observed among Frisian-Dutch bilingual children. In addition, it was examined whether the effect is gradual, that is, whether the size of the effect depends on the degree of similarity between the two words of a cognate pair, which has been shown to be the case in adult RT studies (Duyck et al 2007;Dijkstra et al 2010).…”

Section: Discussionmentioning

confidence: 99%

“…These children obtained higher accuracy scores on cognates than on non-cognates (Schelletter 2002;Malabonga et al 2008;Kelley and Kohnert 2012). The explanation is that children with a low intensity of exposure to the tested language use their other, more developed, language to understand cognate items.…”

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 91%

“…As age has been shown to be positively related to cognate performance (Malabonga et al 2008;Kelley and Kohnert 2012), the cognate effect may work differently in children than in adults. On average, the 8-to 13-year-old Spanish-speaking English language learners in Kelley and Kohnert's (2012) study scored higher on cognate items than on non-cognate items in a receptive vocabulary task, but not all children demonstrated this advantage.…”

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 99%

“…Age was found to be a significant predictor of cognate performance, accounting for 26% of the variance. In a longitudinal study, Malabonga et al (2008) measured cognate awareness in 9-and 10-year-old Spanish-speaking English language learners using the Cognate Awareness Test (CAT). In this English multiple-choice task, children have to choose the right definition of a cognate item out of four possible definitions.…”

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 99%

See 4 more Smart Citations

A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary

Bosma

Blom

Hoekstra

et al. 2016

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 91%

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 99%

Section: Cognate Facilitation In Child L2 Learnersmentioning

confidence: 99%

See 3 more Smart Citations

A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary

Bosma

Blom

Hoekstra

et al. 2016

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

Third Language Acquisition

Cenoz¹

2012

The Encyclopedia of Applied Linguistics

View full text Add to dashboard Cite

The conceptualisation of knowledge about aspect: From monolingual to multilingual representations Rafael Salaberry 4 The mental lexicon of multilingual adult learners of Italian L3: A study of word association behavior and cross-lingual semantic priming Anna Gudmundson 5 The acquisition of clitic pronouns in complex infinitival clauses by German-speaking learners of Italian as an L3: The role of proficiency in target and background language(s) Sandro Sciutti 6 Cognate recognition by young multilingual language learners: The role of age and exposure Carmen Muñoz 7 Age meets multilingualism: Influence of starting age on L3 acquisition across different learner populations Simone E. Pfenninger 8 From L2 to L3, verbs getting into place: A study on interlanguage transfer and L2 syntactic proficiency Laura Sánchez 9 L1 Dutch vs L2 English and the initial stages of L3 French acquisition

show abstract

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

View full text Add to dashboard Cite

This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

show abstract

Development of a cognate awareness measure for Spanish-speaking English language learners

Cited by 44 publications

References 11 publications

A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary

A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary

Third Language Acquisition

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Contact Info

Product

Resources

About