Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

Anthony, Jonathan J.D. Robinson; Blumenfeld, Henrike K.; Potapova, Irina; Pruitt-Lord, Sonja

doi:10.1080/13670050.2020.1735990

Cited by 6 publications

(3 citation statements)

References 92 publications

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“…This study renews the finding of previous studies on language dominance (Cokely, 2012;Robinson Anthony et al, 2020;Shelton et al, 2017). According to Robinson et al (2020) metalinguistic transfer has been demonstrated to be associated with patterns of language dominance in the same way as studies of lexical processing have been. In a study, researchers discovered that knowledge of grammatical structures and syntactic awareness were transferred from the dominant language to the nondominant language when the dominant language was learned.…”

Section: Relationshipsupporting

confidence: 89%

Linguistic phenomena at play in the Saudi EFL classroom

Aljafen

2022

lingcure

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The present study assesses the correlation between metalinguistic awareness and language dominance for bilingual Saudi EFL learners as such factors are responsible for successful intercultural communication. The study participants comprise convenience samples, a total of 166 EFL learners, selected by native-speaking EFL teachers from eight sections in the language and translation departments at Qassim University. The study also examines the vocabulary size of these participants who are all from the second and third levels of education by applying a cross-sectional survey approach. The aim is to understand the role of metalinguistic awareness and language dominance in the interactions of the sample who are comparably native in Arabic and English with native English speakers. Results of the study show that Saudi bilingual learners have high positive perceptions in lexical metalinguistic awareness and moderate levels with regard to language dominance. The study also shows that there is a correlation between metalinguistic awareness and language dominance (r=0.78) as the receptive and expressive vocabulary quantity are the significant predictors. Moreover, results show that vocabulary size is not affected by morphological metalinguistic awareness.

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Section: Relationshipsupporting

confidence: 89%

Linguistic phenomena at play in the Saudi EFL classroom

Aljafen

2022

lingcure

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“…Cognate facilitation effects in children have been found both in vocabulary acquisition and in lexical processing. Most vocabulary acquisition studies have found cognate facilitation in the L2 (Bosma et al, 2019;Chen et al, 2012;Comesaña et al, 2012Comesaña et al, , 2019Hancin-Bhatt & Nagy, 1994;Kelley & Kohnert, 2012;Malabonga et al, 2008;Méndez Pérez et al, 2010;Proctor & Mo, 2009;Puimège & Peters, 2019;Robinson Anthony et al, 2020;Tonzar et al, 2009;Valente et al, 2018;Von Holzen et al, 2019) and this effect has been shown to be gradual: the more overlap between the L1 and the L2 word, the easier it is to acquire the new L2 word (Bosma et al, 2019;Valente et al, 2018;Von Holzen et al, 2019). A study with L1 English speakers in an L2 Spanish immersion program, however, showed that cognates can also enhance L1 vocabulary acquisition (Cunningham & Graham, 2000).…”

Section: Cognate Facilitation: Psycholinguistic Researchmentioning

confidence: 99%

“…In these studies, however, the cognate awareness task in which the children were informed about cognate relationships was always administered last, so that the instruction could not influence the results of the vocabulary and reading tasks. Still, when discussing the practical implications of their findings, many researchers suggest that explicit instruction may enhance children's vocabulary acquisition (Arteagoitia & Howard, 2015;Chen et al, 2012;Kelley & Kohnert, 2012;Malabonga et al, 2008;Méndez Pérez et al, 2010;Proctor & Mo, 2009;Ramírez et al, 2013;Robinson Anthony et al, 2020;Tonzar et al, 2009).…”

Section: Cognate Facilitation: Educational Interventionsmentioning

confidence: 99%

Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

et al. 2022

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In this review, we evaluate the claim that translanguaging in the classroom supports the development of the bilingual lexicon by enhancing cross-linguistic transfer. To address this issue, we integrate findings from psycholinguistics and educational sciences in order to identify how effective pedagogical practices for monolingual children can be extended to pedagogical practices for bilingual children. We show that both monolingual and bilingual children benefit from teaching strategies that strengthen the mental connections between semantically and phonologically related words, and that for bilingual children, these strategies should support both within-and cross-language connections. We argue that by stimulating the use of the home language in the classroom, translanguaging strategies like multilingual label quests and multilingual reading and writing can strengthen cross-language connections and, thereby, facilitate cross-linguistic lexical transfer. For closely related languages, stimulation of the home language has the additional benefit of implicitly facilitating the transfer of cognate vocabulary. Explicit instruction about cognates could further stimulate the development of cognate awareness, but whether it also enhances vocabulary learning is still an open question.

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The Effect of Phonological Overlap on English and Spanish Expressive Vocabulary

Tibbits

Lancaster

Diego-Lázaro

2023

LSHSS

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Purpose: This study examined the effect of phonological overlap on English and Spanish expressive vocabulary accuracy as measured by the bilingual Expressive One-Word Picture Vocabulary Test–Fourth Edition (EOWPVT-IV). We hypothesized that if languages interact during an expressive vocabulary task, then higher phonological overlap will predict higher expressive vocabulary accuracy, especially in the nondominant language. Method: Twenty English-dominant bilingual children (English–Spanish) completed the bilingual EOWPVT-IV. We calculated phonological overlap between 117 English and Spanish words included in the bilingual EOWPVT using the Crosslinguistic Overlap Scale for Phonology. Results: Generalized logistic mixed-effect models revealed that phonological overlap and word frequency predicted vocabulary accuracy in Spanish, in addition to item difficulty. Age and item difficulty were the only predictors of English accuracy. Conclusions: Phonological overlap was a significant predictor of Spanish vocabulary accuracy (the least dominant language of the children in our sample), suggesting a transfer between vocabulary in the dominant language into vocabulary in the least dominant language. Future studies should investigate how languages interact in bilingual children to provide us with information about how to create and administer vocabulary tests that represent vocabulary in each language and use vocabulary teaching strategies that promote dual language development. Supplemental Material: https://doi.org/10.23641/asha.21554838

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Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

Cited by 6 publications

References 92 publications

Linguistic phenomena at play in the Saudi EFL classroom

Linguistic phenomena at play in the Saudi EFL classroom

Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

The Effect of Phonological Overlap on English and Spanish Expressive Vocabulary

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