Bilingual education enhances third language acquisition: Evidence from Catalonia

By C. Sanz. Applied Psycholinguistics, 2000

317 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5131248163ddf6f42d6b549323b8ec874779b4a3

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Citations in the corpus

Strategic Processing in Grammar Learning: Do Multilinguals Use More Strategies? (2007, methodology): “Using a psycholinguistic approach to information processing, learning can be understood as processing in the working memory of the learner or user (McLaughlin & Nayak, 1989; Sanz, 2000).”
Lexical Access in Bilingual Speech Production: Evidence from Language Switching in Highly Proficient Bilinguals and L2 Learners. (2004, background): “…the switching task (although they will suffer overall switching costs, as discussed above).3 The notion that bilingualism may exert an influence on the way a third language is processed has already been put forward by several authors (e.g., Cenoz & Valencia, 1994; Lasagabaster, 2000; Sanz, 2000).”
Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals (2012, background): “In particular, studies conducted in Spain (Cenoz & Valencia, 1994; Gallardo del Puerto, 2007; Muñoz, 2000; Sanz, 2000), or the USA (Thomas, 1988) and Canada (Bild & Swain, 1989; Swain, Lapkin, Rowen, & Hart, 1990) report higher levels of L3 proficiency in bilinguals than in monolinguals.”
Third or Additional Language Acquisition (2007, unknown): “Studies with bilinguals literate in their two languages indeed seem to point to superiority in language learning (Cenoz and Valencia, 1994; Keshavarz and Astaneh, 2004; Sanz, 2000; Thomas, 1988; Valencia and Cenoz, 1992).”
Who Transfers More … and What? Crosslinguistic Influence in Relation to School Grade and Language Dominance in EFL (2005, methodology): “However, the opposite finding has also been reported; that is, the more proficient students are, the more they transfer, especially as regards the number of borrowings used (Sánchez, 2003; Sanz, 2000).”
What is special about L3 processing?* (2013, background): “Similar ﬁndings were obtained by Sanz (2000) in research comparing the acquisition of English by Spanish monolinguals and Spanish/Catalan bilinguals, encouraging the conclusion that: [H]eightened metalinguistic awareness, which results from exposure to literacy in two languages, gives bilinguals…”
The additive effect of bilingualism on third language acquisition: A review (2003, background): “Sanz (2000) presents the results of another study comparing bilinguals and monolinguals.”
The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension (2013, background): “A number of these studies have looked at L3 development in bilingual children whose L1 is typologically similar to the target L3 (Cenoz & Valencia, 1994; Muñoz, 2000; Sanz, 2000).”
The influence of bilingualism on third language acquisition: Focus on multilingualism (2011, background): “Some years later, four studies were conducted in bilingual schools in three bilingual communities in Spain – the Basque Country, Catalonia and Valencia – where a minority language (Basque or Catalan) is an official language alongside Spanish and is extensively used in education (Cenoz & Valencia 199”
The Impact of Bilinguality on the Learning of English Vocabulary as a Foreign Language (L3) (2004, background): “Many researchers have also found that bilingualism has a positive effect on foreign language achievement (Cummins, 1979; Eisentein, 1980; Hoffman, 2001; Klein, 1995; Lerea & Laporta, 1971; Ringbom, 1985; Sanz, 2000; Thomas, 1988; Valencia & Cenoz, 1992; Zobl, 1993).”
The bilingual advantage in phonetic learning* (2014, background): “…does indeed have a positive effect on subsequent language learning (Cenoz & Valencia, 1994; Clyne, Hunt & Isaakidis, 2004; Keshavarz & Astaneh, 2004; Swain, Lapkin, Rowen & Hart, 1990; Thomas, 1988), even when demographic and socioeconomic variables and education were controlled for (Sanz, 2000).”