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Journal articles on the topic 'Spanish and English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Martínez García, María Teresa. "Language bias and proficiency effects on cross-language activation." Linguistic Approaches to Bilingualism 10, no. 6 (2018): 873–901. http://dx.doi.org/10.1075/lab.17023.mar.

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Abstract Recent research proposes that language bias and proficiency modulate cross-language activation in comprehension and production, but it is unclear how they operate and whether they interact. This study investigates whether stress differences between Spanish-English cognates (material, final-syllable stress in Spanish) affect how native-English second-language-Spanish bilinguals recognize Spanish words (materia “subject/matter,” second-syllable stress in Spanish). In a Spanish-English eye-tracking experiment (and parallel production task), participants heard/produced trisyllabic Spanish

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Lyubyshkina, Irina. "Spenglish as a modern linguistic phenomenon in the USA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 170–79. http://dx.doi.org/10.17721/2663-6530.2019.36.13.

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Some native Spanish speakers speak a little English, while others are confident biliguals, speaking both languages at a relatively equal level. Some are able to understand Spanish, but speak with considerable difficulties, while others are unlikely to understand or speak Spanish. All potential combinations between Spanish and English are possible. The heterogeneity in the command and use of Spanish is partly due to the development of an interlingual dialect, commonly known as Spanglish, a mixture of Spanish and English, found in an oral speech of Spanish and Latin American communities in the U

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Stillman, David M., and Colin Smith. "Collins Spanish-English, English-Spanish Dictionary." Modern Language Journal 77, no. 2 (1993): 269. http://dx.doi.org/10.2307/328996.

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Demianiv, Andriana. "SPANISH LANGUAGE IN THE USA: SOCIOLINGUISTIC ASPECT." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 44 (2023): 15–29. http://dx.doi.org/10.17721/2663-6530.2023.44.02.

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This article aims to provide a general overview of the current state of the Spanish language in the United States, rspecially in the Southwest. The article analyzes the socio-historical circumstances that contributed to the spread of Spanish in the USA, as well as its most characteristic features from a linguistic point of view. The consequences of the influence of English on Spanish and their combination, which led to the emergence of the so-called Spanglish phenomenon, are highlighted. A comparative analysis of Spanish-Spanish (USA) and Spanish-English language transformations is conducted.

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Merritt, Haily. "Language Mode Influences Language-Specific Categorization." IU Journal of Undergraduate Research 4, no. 1 (2018): 118–23. http://dx.doi.org/10.14434/iujur.v4i1.24536.

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The present study aims to fill a gap at the intersection of the phenomena of language mode—the state of activation of the bilingual’s languages and language processing mechanisms—and the subset problem—issues learners face when the second language has fewer of some kind of contrast than the first language. When the subset problem is present in second language acquisition, learners may struggle to acquire specific contrasts of a language and may map them incorrectly to their first language. By studying advanced learners of Spanish and considering language mode, we are able to investigate whethe

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Balteiro, Isabel. "When Spanish owns English words." English Today 28, no. 1 (2012): 9–14. http://dx.doi.org/10.1017/s0266078411000605.

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The English language and the Internet, both separately and taken together, are nowadays well-acknowledged as powerful forces which influence and affect the lexico-grammatical characteristics of other languages world-wide. In fact, many authors like Crystal (2004) have pointed out the emergence of the so-called Netspeak, that is, the language used in the Net or World Wide Web; as Crystal himself (2004: 19) puts it, ‘a type of language displaying features that are unique to the Internet […] arising out of its character as a medium which is electronic, global and interactive’. This ‘language’, ho

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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure t

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Shreve, Jack, Beatriz Galimberti Jarman, and Roy Russell. "The Oxford Spanish Dictionary: Spanish-English/English-Spanish." Hispania 80, no. 3 (1997): 518. http://dx.doi.org/10.2307/345850.

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Shreve, Jack, Colin Smith, Manuel Bermejo Marcos, Eugenio Chang-Rodríguez, and Eugenio Chang-Rodriguez. "The Collins Spanish Dictionary: Spanish-English, English-Spanish." Hispania 75, no. 5 (1992): 1196. http://dx.doi.org/10.2307/344373.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit

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Semenova, Marina Yu. "Integrating Linguistic Diversity in Globalized Spanglish Communities." SHS Web of Conferences 50 (2018): 01156. http://dx.doi.org/10.1051/shsconf/20185001156.

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Globalization comprises a complex range of various processes and has a huge impact on many spheres of life, including languages and dialects. The paper analyzes linguistic phenomena caused by globalization which have resulted in a new language type which can be denoted as ‘poststandard languages’. English being a means of international communication has entered many standard language systems causing an extensive use of English loanwords and pseudo-English elements combined with a wordplay. This anglicalization results in two or more languages merging into a new poststandard language, a common

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Bunta, Ferenc, and Michael Douglas. "The Effects of Dual-Language Support on the Language Skills of Bilingual Children With Hearing Loss Who Use Listening Devices Relative to Their Monolingual Peers." Language, Speech, and Hearing Services in Schools 44, no. 3 (2013): 281–90. http://dx.doi.org/10.1044/0161-1461(2013/12-0073).

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PurposeThe present study investigated the effects of supporting both English and Spanish on language outcomes in bilingual children with hearing loss (HL) who used listening devices (cochlear implants and hearing aids). The English language skills of bilingual children with HL were compared to those of their monolingual English-speaking peers' with HL. The Spanish and English language skills of the bilingual participants were also compared.MethodThe language skills of 40 children with HL (20 bilingual Spanish–English-speaking and 20 monolingual English-speaking) were examined using the Auditor

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Rumper, Brooke, Elizabeth Frechette, Daryl B. Greenfield, and Kathy Hirsh-Pasek. "Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes." Education Sciences 11, no. 6 (2021): 283. http://dx.doi.org/10.3390/educsci11060283.

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The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DL

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Miller, Lauren. "The relationship between language proficiency and language attitudes." Spanish in Context 14, no. 1 (2017): 99–123. http://dx.doi.org/10.1075/sic.14.1.05mil.

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Abstract To determine how attitudes toward the minority language change with age, sixty-five Spanish/English bilingual children completed an attitude questionnaire. Results show that first graders have roughly equal attitudes to Spanish and English, while second, third, and fourth graders increasingly state a preference for English. However, among fifth graders, a decrease in this preference for English is found. Results from a matched guise task show that the Spanish and English versions are not rated significantly differently, suggesting that, while children prefer speaking English, they may

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Sole, Yolanda Pascual, Carol Styles Carvajal, and Jane Horwood. "The Pocket Oxford Spanish Dictionary: Spanish-English/English-Spanish." Modern Language Review 94, no. 1 (1999): 217. http://dx.doi.org/10.2307/3736064.

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Larson, Jerry W., and Alfredo Chiri. "Spanish-English/English-Spanish Dictionary of Computer Terms." Modern Language Journal 78, no. 3 (1994): 414. http://dx.doi.org/10.2307/330153.

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Ionin, Tania, Elaine Grolla, Hélade Santos, and Silvina A. Montrul. "Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese." Linguistic Approaches to Bilingualism 5, no. 2 (2015): 215–51. http://dx.doi.org/10.1075/lab.5.2.03ion.

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This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-Englis

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Hidalgo, Margarita. "Language contact, language loyalty, and language prejudice on the Mexican border." Language in Society 15, no. 2 (1986): 193–220. http://dx.doi.org/10.1017/s004740450000018x.

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ABSTRACTThis paper documents attitudes toward English, Spanish, and Spanish-English Code-switching in Juarez, Mexico, the oldest and largest city along the Mexican–U.S. border. It refutes the finding of related work which has shown two distinct orientations – integrative and instrumental – toward English as a foreign and as a second language, but supports various assumptions regarding the relationship between attitudes and use and the impact of the local milieu on language attitudes. It also explores attitudes toward correctness and sentiments of language loyalty, and highlights the influence

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Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.

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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States by English language proficiency. Methods: We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ⩾50 years of age (n = 10,452, weighted to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). Results: The prevalence of complete tooth loss was higher among those with li

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MARMOLEJO, GLORIA, KRISTEN A. DILIBERTO-MACALUSO, and JEANETTE ALTARRIBA. "False memory in bilinguals: Does switching languages increase false memories?" American Journal of Psychology 122, no. 1 (2009): 1–16. http://dx.doi.org/10.2307/27784371.

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Abstract People often receive and recount information in different languages. This experiment examined the impact of switching languages on false recall, recognition, and recognition confidence. We presented Spanish–English bilinguals with 10 lists of words associated to a critical non-presented lure, either in English or in Spanish. Each list was followed by free recall either in English or in Spanish. The final stage was a recognition test in either language. Results showed a higher proportion of veridical and false recall in English, the more dominant language, than in Spanish, the native l

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Penny, Ralph, Mike Gonzalez, and Manuel Alvar Ezquerra. "Collins Concise Spanish-English English-Spanish Dictionary." Modern Language Review 83, no. 1 (1988): 214. http://dx.doi.org/10.2307/3728616.

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Simon-Cereijido, Gabriela, and Lucía I. Méndez. "Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners." Language, Speech, and Hearing Services in Schools 49, no. 3 (2018): 537–50. http://dx.doi.org/10.1044/2018_lshss-17-0058.

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Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cros

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PALERMO, FRANCISCO, ARIANA M. MIKULSKI, RICHARD A. FABES, CAROL LYNN MARTIN, and LAURA D. HANISH. "Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities." Applied Psycholinguistics 38, no. 2 (2016): 347–70. http://dx.doi.org/10.1017/s0142716416000217.

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ABSTRACTWe examined the cross-language relations among Spanish-speaking preschoolers’ (N= 125;Mage = 53 months,SD= 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they exhibited in those skills during 1 year of preschool; and the extent to which Spanish skills were associated with English skill gains. The results revealed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children exhibited gains in vocabulary, letter–word, and math skills in English, wit

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Ardila, Alfredo, Mónica Rosselli, Alexandra Ortega, Merike Lang, and Valeria L. Torres. "Oral and written language abilities in young Spanish/English bilinguals." International Journal of Bilingualism 23, no. 1 (2017): 296–312. http://dx.doi.org/10.1177/1367006917720089.

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Purpose: The purpose of this study was to compare oral and written language abilities in English and Spanish of young bilinguals residing in the USA. Methodology: Sixty-two participants (mean age = 23.7; SD = 3.50), consisting of 42 bilinguals (born of Spanish-speaking parents) and 20 English monolinguals, were administered a battery of 15 language tasks. Analysis: Bilinguals were divided into two groups: (a) US-born (simultaneous bilinguals who had been exposed to English and Spanish since birth and educated primarily in English) and (b) Latin American-born (early sequential bilinguals who we

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Carlson, Matthew T. "Making Room for Second Language Phonotactics: Effects of L2 Learning and Environment on First Language Speech Perception." Language and Speech 61, no. 4 (2018): 598–614. http://dx.doi.org/10.1177/0023830918767208.

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Language-specific restrictions on sound sequences in words can lead to automatic perceptual repair of illicit sound sequences. As an example, no Spanish words begin with /s/-consonant sequences ([#sC]), and where necessary (e.g., foreign loanwords) [#sC] is repaired by inserting an initial [e], (e.g. foreign loanwords, cf., esnob, from English snob). As a result, Spanish speakers tend to perceive an illusory [e] before [#sC] sequences. Interestingly, this perceptual illusion is weaker in early Spanish–English bilinguals, whose other language, English, allows [#sC]. The present study explored w

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilin

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Martín-Laguna, Sofía. "The multilingual turn in pragmatics." Applied Pragmatics 4, no. 1 (2022): 63–91. http://dx.doi.org/10.1075/ap.20024.mar.

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Abstract In the Valencian Community in Spain, the coexistence of Spanish and Catalan as co-official languages and English as a foreign language, which is learned as a third language (L3), shapes a unique multilingual setting. This study examined the extent to which multilingual learners’ use of two interpersonal pragmatic markers (PMs), i.e., hedges (e.g., I believe) and attitude markers (e.g., fortunately), is related across languages and whether the relationship changes over time. Participants were 313 Spanish-Catalan bilingual high school learners of L3 English. They wrote three opinion ess

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Keffala, Bethany, Jessica A. Barlow, and Sharon Rose. "Interaction in Spanish–English bilinguals’ acquisition of syllable structure." International Journal of Bilingualism 22, no. 1 (2016): 16–37. http://dx.doi.org/10.1177/1367006916644687.

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Aims and objectives/purpose/research questions: This study investigated whether language-specific syllable type frequency and complexity exerted cross-language influence on Spanish–English bilingual children’s acquisition of syllable structure. Design/methodology/approach: We compared the accuracy of bilingual and monolingual children’s singleton coda and onset cluster productions from Spanish and English single words elicited via a picture-naming task. Task stimuli provided multiple opportunities to produce all possible singleton coda and onset cluster types in each language. Data and analysi

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Ireland, Colin. "Journal: Sirena." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (2004): 277–78. http://dx.doi.org/10.36366/frontiers.v10i1.146.

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Sirena is a new journal of poetry and criticism published by the department of Spanish and Portuguese at Dickinson College. A major purpose of the journal is to publish all poetry and criticism in the original language. In the case of critical articles, Sirena publishes those articles in the original language only, so an article submitted in Spanish will appear online in Spanish. For poetry, all submissions are published in the original language first and then translated into either English (if the original language was Spanish, or translated into Spanish (if the original language was English)

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Carson, J., LA Walker, BJ Sanders, JE Jones, JA Weddell, and AM Tomlin. "Native Language Spoken as a Risk Marker for Tooth Decay." Journal of Clinical Pediatric Dentistry 39, no. 5 (2015): 415–18. http://dx.doi.org/10.17796/1053-4628-39.5.415.

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Objective: The purpose of this study was to assess dmft, the number of decayed, missing (due to caries), and/ or filled primary teeth, of English-speaking and non-English speaking patients of a hospital based pediatric dental clinic under the age of 72 months to determine if native language is a risk marker for tooth decay. Study Design: Records from an outpatient dental clinic which met the inclusion criteria were reviewed. Patient demographics and dmft score were recorded, and the patients were separated into three groups by the native language spoken by their parents: English, Spanish and a

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Huang, Becky H., Lisa M. Bedore, Rica Ramírez, and Nicole Wicha. "Contributions of Oral Narrative Skills to English Reading in Spanish–English Latino/a Dual Language Learners." Journal of Speech, Language, and Hearing Research 65, no. 2 (2022): 653–71. http://dx.doi.org/10.1044/2021_jslhr-21-00105.

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Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish–English dual language immersion programs and received language and literacy instruction in both English and Spanish. Method: All participants completed a storytelling task in both languages and two English reading tests in decoding and reading comprehension. The story narratives were analyzed for microstructures (n

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Gibson, Todd A., and Carolina Bernales. "Polysyllabic shortening in Spanish-English bilingual children." International Journal of Bilingualism 24, no. 2 (2019): 437–54. http://dx.doi.org/10.1177/1367006919846426.

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Aims and objectives: Polysyllabic shortening is thought to contribute to the perception of stress-timed rhythm in some languages. Little is known about its use in the speech of children exposed to a language that incorporates it more frequently (e.g. English) and one that incorporates it less frequently (e.g. Spanish). The purpose of the current investigation was to explore polysyllabic shortening in bilingual children’s two languages compared to monolingual Spanish and English comparison groups. Method/Design: We performed a group-level, cross-sectional study comparing the magnitude of polysy

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VÉLEZ-URIBE, IDALY, and MÓNICA ROSSELLI. "The auditory and visual appraisal of emotion-related words in Spanish–English bilinguals." Bilingualism: Language and Cognition 22, no. 1 (2017): 30–46. http://dx.doi.org/10.1017/s1366728917000517.

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Bilinguals experience emotions differently depending on which language they are speaking. Emotionally loaded words were expected to be appraised differently in the first versus the second language in Spanish–English bilinguals. Three categories of words (positive, negative, and taboo) were appraised in both languages in the visual and auditory sensory modalities. Positive word ratings were more positive in English than in Spanish. Negative words were judged as more negative in English than in Spanish. Taboo words were rated as more negative in Spanish than in English. Significant regression mo

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Fiestas, Christine E., and Elizabeth D. Peña. "The Dynamic Assessment of Narratives: A Bilingual Study." Journal of Cognitive Education and Psychology 17, no. 1 (2018): 97–111. http://dx.doi.org/10.1891/1945-8959.17.1.97.

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This study applied the dynamic assessment (DA) of narratives in a bilingual Spanish- and English-speaking early elementary population. We examined transfer and change in narrative performance within and across languages after mediated learning experience (MLE) in Spanish or English. Sixty-eight bilingual children were randomized to two groups: Spanish (n = 24) or English mediation (n = 25), while a control group (n = 19) participated in regular academic activities. The MLE Spanish and English groups participated in mediated learning focusing on storytelling ability, and children’s modifiabilit

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Gross, Megan C., and Margarita Kaushanskaya. "Language Control and Code-Switching in Bilingual Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 65, no. 3 (2022): 1104–27. http://dx.doi.org/10.1044/2021_jslhr-21-00332.

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Purpose: The current study examined language control and code-switching in bilingual children with developmental language disorder (DLD) compared to bilingual peers with typical language development (TLD). In addition, proficiency in each language and cognitive control skills were examined as predictors of children's tendency to engage in cross-speaker and intrasentential code-switching. Method: The participants were 62 Spanish/English bilingual children, ages 4;0–6;11 (years;months), including 15 children with DLD and 47 children with TLD. In a scripted confederate dialogue task to measure la

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Pisani, Michael J., and Jana S. Pisani. "The economic returns to language in Belize: evidence from the 2000 census." Economía y Administración (E&A) 15, no. 2 (2023): 29–54. http://dx.doi.org/10.5377/eya.v15i2.17194.

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English is the official language of Belize used in the conduct of official government business and as the standard in public education. However, English is not the primary language spoken in Belizean households nor in the conduct of local business transactions. Belize is a polyglot nation inclusive of European-based languages, native languages, and creole languages. In this paper, we demonstrate the economic returns to language acquisition and usage in Belize using census 2000 data.  Our results indicate that Belize primarily rewards the ability to communicate in English and Spanis

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Burrows, Lauren, Linda Jarmulowicz, and D. Kimbrough Oller. "Allophony in English Language Learners: The Case of Tap in English and Spanish." Language, Speech, and Hearing Services in Schools 50, no. 1 (2019): 138–49. http://dx.doi.org/10.1044/2018_lshss-17-0081.

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Purpose The objective of this study was to examine tap production by English language learners (ELLs) in kindergarten whose 1st language is Spanish. The conflicting status of tap in Spanish and English could present challenges for allophonic learning in 2nd language for ELLs. Prior research has evaluated acquisition of other allophone pairs, but none has focused exclusively on tap. Method Thirty ELLs, 30 English monolinguals, and 29 Spanish monolinguals participated in the study. Participants completed a single-word repetition task in which numerous opportunities to produce tap were provided.

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Ribot, Krystal M., and Erika Hoff. "“¿Cómo estas?” “I’m good.” Conversational code-switching is related to profiles of expressive and receptive proficiency in Spanish-English bilingual toddlers." International Journal of Behavioral Development 38, no. 4 (2014): 333–41. http://dx.doi.org/10.1177/0165025414533225.

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Relations between bilingual children’s patterns of conversational code-switching (responding to one language with another), the balance of their dual language input, and their expressive and receptive proficiency in two languages were examined in 115 2½-year-old simultaneous Spanish-English bilinguals in the U.S. Children were more likely to code-switch in response to Spanish than English. Children’s expressive vocabulary scores were higher in English than in Spanish, while their English and Spanish receptive language scores were not different. Analyses of subgroups of children with different

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Phillips Galloway, Emily, Paola Uccelli, Gladys Aguilar, and Christopher D. Barr. "Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners." AERA Open 6, no. 1 (2020): 233285841989257. http://dx.doi.org/10.1177/2332858419892575.

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In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an

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UCHIKOSHI, YUUKO. "Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners." Applied Psycholinguistics 35, no. 1 (2012): 119–53. http://dx.doi.org/10.1017/s0142716412000264.

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ABSTRACTThis study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanis

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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.

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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are

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GOODRICH, J. Marc, and Christopher J. LONIGAN. "Development of first- and second-language vocabulary knowledge among language-minority children: evidence from single language and conceptual scores." Journal of Child Language 45, no. 4 (2018): 1006–17. http://dx.doi.org/10.1017/s0305000917000538.

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AbstractThis study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared S

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Olson, Kristen, Minshuai Ding, and Amanda Ganshert. "The Effects of Spanish-Language Materials in a Local Area ABS Mixed-Mode Survey on Response Rates and Sample Composition: An Experiment." Survey Practice 19, S1 (2025): 1–12. https://doi.org/10.29115/sp-2024-0019.

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Including respondents who speak languages other than English is crucial for accurately representing the population. Past experiments in the United States have often focused on geographic areas with high concentrations of Spanish-language speakers. The effects of including Spanish-language materials in push-to-web surveys for geographic areas with fewer Spanish-language speakers are underexplored. We conducted an experiment in the 2023 Central Nebraska Labor Availability Survey (American Association for Public Opinion Research [AAPOR] Response Rate 2 [RR2]=15.5&#x0025;, n&#x003D;1,422),

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Mulík, Stanislav, Haydee Carrasco-Ortiz, and Mark Amengual. "Phonological activation of first language (Spanish) and second language (English) when learning third language (Slovak) novel words." International Journal of Bilingualism 23, no. 5 (2018): 1024–40. http://dx.doi.org/10.1177/1367006918781061.

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Objectives/Research Questions: This study investigates whether bilinguals activate lexical knowledge from both their dominant first language (L1; Spanish) and their less-dominant second language (L2; English) during novel third language (L3; Slovak) word learning. Moreover, it examines the extent to which L2 activation in L3 lexical learning depends on the level of L2 proficiency. Methodology: Stimuli included 120 auditory Slovak words with substantial phonological overlap with either English or Spanish (homophones) or with neither language (control words), and their written Spanish translatio

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Prior, Anat, and Tamar H. Gollan. "Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals." Journal of the International Neuropsychological Society 17, no. 4 (2011): 682–91. http://dx.doi.org/10.1017/s1355617711000580.

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AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, w

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Gutiérrez-Lanza, Camino, and Rosa Rabadán. "Recapitulative Discourse Markers in English, Spanish, and Spanish Translated from English." Nordic Journal of English Studies 23, no. 2 (2024): 203–34. https://doi.org/10.35360/njes.v23i2.39187.

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This paper unveils the similarities and differences between original English and Spanish recapitulative discourse markers (DMs), in fiction (F) and non-fiction (NF), and between translated and non-translated Spanish. It also aims to show that combining parallel and monolingual corpora can produce more focused results when tracking trends across language boundaries. Original English and Spanish data show how recapitulative DMs are distributed in both languages. Then, DMs with a low mutual correspondence (MC) value are selected for further analysis. English triggers to be compared with original

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Kovelman, Ioulia, Stephanie A. Baker, and Laura-Ann Petitto. "Bilingual and Monolingual Brains Compared: A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible “Neural Signature” of Bilingualism." Journal of Cognitive Neuroscience 20, no. 1 (2008): 153–69. http://dx.doi.org/10.1162/jocn.2008.20011.

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Does the brain of a bilingual process language differently from that of a monolingual? We compared how bilinguals and monolinguals recruit classic language brain areas in response to a language task and asked whether there is a “neural signature” of bilingualism. Highly proficient and early-exposed adult Spanish-English bilinguals and English monolinguals participated. During functional magnetic resonance imaging (fMRI), participants completed a syntactic “sentence judgment task” [Caplan, D., Alpert, N., & Waters, G. Effects of syntactic structure and propositional number on patterns of re

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González-Rivera, Melvin. "Language Attitudes Towards Spanish and English in Puerto Rico." Revista de Filología y Lingüística de la Universidad de Costa Rica 47, no. 2 (2021): e47006. http://dx.doi.org/10.15517/rfl.v47i2.47006.

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This article analyzes language attitudes towards Spanish and English in Puerto Rico, a U.S. territory since 1898, and seek to answer the following three questions: are Spanish and English conflicting elements in the Puerto Rican society? Is Spanish a symbol of identity for Puerto Ricans? Does bilingualism represent a threat to the ethno-sociolinguistic existence of Puerto Ricans? By examining an online questionnaire on language attitudes completed by participants living in Puerto Rico, I argue that for Puerto Ricans bilingualism is becoming more prevalent and many of them are increasingly acce

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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.

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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to Engl

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Markham, Paul, and Lizette Peter. "The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension." Journal of Educational Technology Systems 31, no. 3 (2003): 331–41. http://dx.doi.org/10.2190/bhuh-420b-fe23-ala0.

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The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish caption

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