Spanish-speaking students' use of cognate knowledge to infer the meaning of English words*

By C. Dressler, María S. Carlo, Catherine E. Snow, D. August, Claire White. Bilingualism: Language and Cognition, 2011

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ab877ba17f7a4bddb1e10759bc42a708ef926376

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Xi Chen
2. Gloria Ramirez
3. Claude Goldenberg
4. Adrian Pasquarella
5. J. Hulstijn
6. B. Laufer
7. Di Zou
8. E. Peters

In Language and Linguistics

1. Claude Goldenberg
2. Xi Chen
3. J. Hulstijn
4. B. Laufer
5. E. Peters
6. Di Zou
7. Bella Rozovski-Roitblat
8. Parveneh Tavakoli

Citations in the corpus

• Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge (2013, background): “Spanish-speaking ELLs have better knowledge of English words with Spanish cognates (Dressler et al., 2011; Hancin-Bhatt & Nagy, 1994).”
• The construct of language proficiency in the study of bilingualism from a cognitive perspective* (2012, methodology): “Many studies using child participants administered the Peabody Picture Vocabulary Test (PPVT) to assess productive vocabulary (Dressler, Carlo, Snow, August & White, 2011; Goetz, 2003; Nicoladis, 2006; Reyes & Hernández, 2006; Uchikoshi, 2006; Yan & Nicoladis, 2009).”
• Unlocking the Research on English Learners: What We Know--and Don't Yet Know--about Effective Instruction. (2013, background): “No study has ever isolated the specific effects of cognate instruction, but more successful second-language learners do use cognates when trying to understand material in the second language.(53)”