English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs

Montelongo, José A.; Durán, Richard P.; Hernández, Anita C.

doi:10.1080/15235882.2013.818074

Cited by 11 publications

(5 citation statements)

References 15 publications

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“…The finding of this study indicating the effect of using picture book for teaching supports previous research [12][13][14]. Besides, the students who were treated with picture book were more active and easy to understand the stories because the presence of pictures encourages students to know the meaning of the text.…”

Section: IIIsupporting

confidence: 86%

Picture Book: Its Effect on EFL Reading Comprehension

Wardini¹,

Megawati²,

Astutik³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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Selecting instructional media is a prominent aspect in classroom activities. Combining pictures and text is considered effective for teaching and learning foreign language. Accordingly, picture books are meaningful media that use integration of words, illustration, and design. In the context of language learning, teachers need to be selective of using or making picture books in term of shape, content, and genre of the text. Focusing on the genre, narrative text plays an important role in school curriculum since local culture can be inserted to build students' cultural awareness. Regarding the gap showing few studies given more attention on teacher made picture book for reading skill, this paper investigates the effect of picture books toward student's English reading comprehension. Pre-experimental design was carried out, and this study involved thirty-five secondary school students as sample, especially the tenth graders. The instrument of this study were tests. The tests were constructed and tried them out to produce valid items. The data were analyzed by using ttest after the fulfillment of statistical assumption was checked. For the media, they were validated by two experts before implementation. The result shows that there is a significant effect of using picture books to students' ability in understanding narrative texts more comprehensively.

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Section: IIIsupporting

confidence: 86%

Picture Book: Its Effect on EFL Reading Comprehension

Wardini¹,

Megawati²,

Astutik³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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“…Interactive read‐alouds consisted of dialogic reading (Gonzalez et al, 2014; Montelongo et al, 2013; Simsek & Erdogan, 2015; Trelease, 2013; Velasco, 2012). This active book reading experience between the teacher and students focused on oral language development using open‐ended questions and prompts and completing or filling in ideas or sentences.…”

Section: Methodsmentioning

confidence: 99%

“…The D-ELD model is grounded in four instructional routines that accelerate ELLs' second language acquisition: oral language development (Gonzalez et al, 2014;Montelongo, Durán, & Hernández, 2013;Simsek & Erdogan, 2015;Trelease, 2013;Velasco, 2012), explicit academic vocabulary instruction (Gibbons, 2007;Saunders et al, 2013;Sheng, Lam, Cruz, & Fulton, 2016), meaningful interactions, and interactive games and activities (Gibbons, 2007;Goldenberg, 2013;Marzano & Pickering, 2005). This study specifically focused on the implementation of four strategies, one strategy embedded into each routine, that research has identified as effective in developing oral English skills among Spanish-speaking ELLs: (a) interactive read-alouds (Louie & Sierschynski, 2015;Trelease, 2013); (b) explicit vocabulary language development (Calderón, Slavin, & Sánchez, 2011;Gersten et al, 2007;Gibbons, 1993Gibbons, , 2007; (c) chanting of repetitive songs, poems, or rhymes (Paquette & Rieg, 2008); and (d) game-based language use activities (Derakhshan & Khatir, 2015;Gibbons, 1993Gibbons, , 2007.…”

Section: D-eld Instructional Modelmentioning

confidence: 99%

A comparison of integrated and designated ELD models on second and third graders' oral English language proficiency

et al. 2022

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This article reports on a longitudinal, quasi‐experimental comparison of two English language development (ELD) models implemented from kindergarten through Grade 3 to support oral English language development among Spanish‐speaking English language learners (ELLs). Specifically, the study examined oral English language proficiency among students who received only integrated English language development (I‐ELD; n = 39) and students who received I‐ELD with 30 minutes of daily designated ELD (D‐ELD) entailing four specific routines and strategies (n = 65). The study also compared oral proficiency with English‐only speakers (EO) from the same school (n = 47). Oral language proficiency was measured by the IDEA Proficiency Test (IPT I‐Oral; Ballard & Tighe, 2017). A repeated‐measures analysis of variance (ANOVA) across Grades 2 and 3 indicated significant (p < .001; η2 = 0.53) increases in oral proficiency for ELL students who received D‐ELD. A follow‐up analysis of covariance (ANCOVA) indicated significant positive effects (p < .001; η2 = 0.19) of the D‐ELD approach on ELL students' oral proficiency compared to only I‐ELD in Grade 3. The ANCOVA also found no significant (p > .05) differences in oral proficiency between ELL students who received D‐ELD and EO students in Grade 3, indicating similar oral English skills. The D‐ELD model's instructional strategies and practical implications are discussed.

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“…However, the list of cognates only contains 99 sets of Spanish-English cognates, which may provide merely limited use in language pedagogy. Montelongo et al (2013) generated English-Spanish cognates from picture books to assist vocabulary instruction of K-4 th grade learners. In the context of English education in Turkey, Salіhoǧlu (2009, 2021) compiled a comprehensive list of English-Turkish cognates and false cognates according to university English learners' judgment based on four English dictionaries.…”

Section: Word Lists and Cognates Lists For Language Educationmentioning

confidence: 99%

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

Yu¹

2021

FELT

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This lexical study aims to establish a frequency-based Turkish-English Loanword Cognates Word List (TELCWL) to assist Turkish English learners' improvement in English language learning and the corresponding pedagogical practice. A final list of 582 Turkish-English loan-based cognate word pairs was derived from the New General Service List (NGSL) and the Frequency Dictionary of Turkish (FDT). For pedagogical purposes, the TELCWL was divided into five sublists with different features of the cognates in spelling and pronunciation. The coverages of the TELCWL were particularly high in discipline and field-specific corpora on average compared to general service written (5%) and spoken corpora (3.5%), accounting for more than 7%. This result suggests that the TELCWL may be more beneficial for enhancing learners' reading and writing ability; in addition, not only general Turkish English learners but also learners who need to improve their English language proficiency in specific disciplines can benefit from the TELCWL. Further pedagogical implications are made for English instructors regarding the employment of the TELCWL in English classrooms in Turkey.

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English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs

Cited by 11 publications

References 15 publications

Picture Book: Its Effect on EFL Reading Comprehension

Picture Book: Its Effect on EFL Reading Comprehension

A comparison of integrated and designated ELD models on second and third graders' oral English language proficiency

Creating a frequency-based Turkish-English loanword cognates word list (TELCWL)

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