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Bilingual Research Journal
The Journal of the National Association for Bilingual Education
Volume 34, 2011 - Issue 1
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Research Articles

An Analysis of English–Spanish Cognates as a Source of General Academic Language

Shira Lubliner California State University, East BayCorrespondence[email protected]
&
Elfrieda H. Hiebert University of California, Berkeley
Pages 76-93 | Published online: 09 May 2011

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Jasone Cenoz, Oihana Leonet & Durk Gorter. (2022) Developing cognate awareness through pedagogical translanguaging. International Journal of Bilingual Education and Bilingualism 25:8, pages 2759-2773.
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Oihana Leonet, Jasone Cenoz & Durk Gorter. (2020) Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness 29:1, pages 41-59.
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José A. Montelongo, Anita C. Hernández, Johanna Esquivel, Francisco Serrano-Wall & Adriana Goenaga de Zuazu. (2018) Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books. Journal of Latinos and Education 17:4, pages 300-313.
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Patricia Velasco & Valérie Fialais. (2018) Moments of metalinguistic awareness in a Kindergarten class: translanguaging for simultaneous biliterate development. International Journal of Bilingual Education and Bilingualism 21:6, pages 760-774.
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Amy C. Crosson & Debra Moore. (2017) When to Take Up Roots: The Effects of Morphology Instruction for Middle School and High School English Learners. Reading Psychology 38:3, pages 262-288.
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Allison Briceño. (2017) Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts. NABE Journal of Research and Practice 8:1, pages 111-132.
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Kathleen Hipfner-Boucher, Adrian Pasquarella, Xi Chen & S. Hélène Deacon. (2016) Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension. Scientific Studies of Reading 20:5, pages 389-400.
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Leanne M. Evans & Antonieta Avila. (2016) Enhancing Science Learning Through Dynamic Bilingual Practices. Childhood Education 92:4, pages 290-297.
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Eric J. Johnson. (2014) (Re)Categorizing Language-Minority Literacies in Restrictive Educational Contexts. International Multilingual Research Journal 8:3, pages 167-188.
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José A. Montelongo, Anita C. Hernández & Roberta J. Herter. (2014) English-Spanish Cognates and the Pura Belpré Children's Award Books: Reading the Word and the World. Multicultural Perspectives 16:3, pages 170-177.
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José A. Montelongo, Richard Durán & Anita C. Hernández. (2013) English-Spanish Cognates in Picture Books: Toward a Vocabulary Curriculum for Latino ELLs. Bilingual Research Journal 36:2, pages 244-259.
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Articles from other publishers (35)

Shane Barry. (2022) Finding lost words: The ‘savings effect’ in the Irish language context. International Journal of Bilingualism 27:4, pages 504-518.
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Xin Yuan & Xuan Tang. (2023) Effects of morphological intervention on multiple aspects of academic vocabulary knowledge. Acta Psychologica 234, pages 103869.
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Jasone Cenoz. (2022) Hacia una perspectiva holística en el aprendizaje del inglés en contextos educativos: el enfoque plurilingüe y “translanguaging”. Revista Iberoamericana de Educación 90:1, pages 191-205.
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Beatriz González-Fernández. (2022) CONCEPTUALIZING L2 VOCABULARY KNOWLEDGE. Studies in Second Language Acquisition 44:4, pages 1124-1154.
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Raquel Perez Urdaniz & Sophia Skoufaki. (2022) Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length. Applied Linguistics Review 13:4, pages 661-703.
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Connie Qun Guan & Wanjin Meng. (2022) Facilitative Effects of Embodied English Instruction in Chinese Children. Frontiers in Psychology 13.
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Emily Phillips Galloway, Heather M. Meston & Gladys Aguilar. (2021) Teaching ‘Register Overlap:’ A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning. TESOL Quarterly 56:2, pages 813-826.
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Melina L. Knabe, Emma Lazaroff & Haley A. Vlach. 2022. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness 113 141 .
Bita Payesteh & Giang T. Pham. (2022) Is There a Cognate Effect in Bilingual Children With Developmental Language Disorder?. Language, Speech, and Hearing Services in Schools 53:1, pages 213-221.
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Breno B. SilvaBreno B. Silva. 2022. Writing to Learn Academic Words. Writing to Learn Academic Words 157 182 .
Breno B. SilvaBreno B. Silva. 2022. Writing to Learn Academic Words. Writing to Learn Academic Words 81 106 .
Breno B. SilvaBreno B. Silva. 2022. Writing to Learn Academic Words. Writing to Learn Academic Words 21 44 .
Breno B. SilvaBreno B. Silva. 2022. Writing to Learn Academic Words. Writing to Learn Academic Words 1 19 .
Kathleen Hipfner-Boucher, Adrian Pasquarella, Sonal Prasad & Xi Chen. (2021) The Development of Cognate Awareness in Child Second/Third Language Learners of French in French Immersion: The Effects of Orthographic Overlap and Cognate Status. Journal of Speech, Language, and Hearing Research 64:11, pages 4390-4402.
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Jill Fitzgerald, Jackie Eunjung Relyea, Jeff Elmore & Elfrieda H. Hiebert. (2020) Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?. Reading Research Quarterly 56:4, pages 737-759.
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Sibylla Leon Guerrero, Veronica Whitford, Laura Mesite & Gigi Luk. (2021) Text Complexity Modulates Cross-Linguistic Sentence Integration in L2 Reading. Frontiers in Communication 6.
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Elizabeth Ijalba, Alicia Bustos & Sayume Romero. (2020) Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students. American Journal of Speech-Language Pathology 29:3, pages 1133-1151.
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Beatriz González-fernández & Norbert Schmitt. (2020) Word Knowledge: Exploring the Relationships and Order of Acquisition of Vocabulary Knowledge Components. Applied Linguistics 41:4, pages 481-505.
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Georgia Earnest García, Lena J. Sacco & Beatriz Eugenia Guerrero‐Arias. (2020) Cognate Instruction and Bilingual Students’ Improved Literacy Performance. The Reading Teacher 73:5, pages 617-625.
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Emily Phillips Galloway, Paola Uccelli, Gladys Aguilar & Christopher D. Barr. (2020) Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners. AERA Open 6:1, pages 233285841989257.
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Amy C. Crosson, Margaret G. McKeown, Kelly P. Robbins & Kathleen J. Brown. (2019) Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents. Language, Speech, and Hearing Services in Schools 50:4, pages 493-505.
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Georgia Earnest García & Christina Passos DeNicolo. 2019. The Gradual Release of Responsibility in Literacy Research and Practice. The Gradual Release of Responsibility in Literacy Research and Practice 137 152 .
R. T. Williams, Rose M. Pringle & K. L. Kilgore. (2019) A Practitioner’s Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science. Research in Science Education 49:4, pages 989-1000.
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Breno B. Silva & Agnieszka Otwinowska. (2019) VST as a reliable academic placement tool despite cognate inflation effects. English for Specific Purposes 54, pages 35-49.
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Amy C. Crosson, Margaret G. McKeown, Debra W. Moore & Feifei Ye. (2018) Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents. Reading and Writing 32:3, pages 689-727.
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J. Marc Goodrich, Christopher J. Lonigan & Sarah V. Alfonso. (2019) Measurement of early literacy skills among monolingual English-speaking and Spanish-speaking language-minority children: A differential item functioning analysis. Early Childhood Research Quarterly 47, pages 99-110.
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Margaret G. McKeown, Amy C. Crosson, Debra W. Moore & Isabel L. Beck. (2018) Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students. American Educational Research Journal 55:3, pages 572-616.
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Georgia Earnest García & Heriberto Godina. (2017) A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals. Journal of Literacy Research 49:2, pages 273-301.
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Luz A. Murillo & Janine M. Schall. (2016) “They Didn't Teach Us Well”: Mexican-Origin Students Speak Out About Their Readiness for College Literacy. Journal of Adolescent & Adult Literacy 60:3, pages 315-323.
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Anita C. Hernández, José A. Montelongo & Roberta J. Herter. (2016) Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners’ Linguistic Knowledge. The Reading Teacher 70:2, pages 233-239.
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Allison Briceño. (2016) Vocabulary and Sentence Structure in Emergent Spanish Literacy. The Reading Teacher 69:6, pages 611-619.
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Michelle F. Maier, Natalie L. Bohlmann & Natalia A. Palacios. (2016) Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary. Early Childhood Research Quarterly 36, pages 49-63.
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Sabina Rak Neugebauer, Michael J. Kieffer & Elizabeth R. Howard. (2015) Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for spanish-speaking language minority learners. Learning and Individual Differences 39, pages 24-38.
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José A. Montelongo & Anita C. Hernández. (2013) The Teachers' Choices Cognate Database for K-3 Teachers of Latino English Learners. The Reading Teacher 67:3, pages 187-192.
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Shane Templeton. (2017) Teaching and Learning Morphology: A Reflection on Generative Vocabulary Instruction. Journal of Education 192:2-3, pages 101-107.
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