Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer?

• Claudia Lucia Ordóñez ^[1] ; María S. Carlo ^[2] ; Catherine Elizabeth Snow ^[3] ; Barry McLaughlin ^[4]
  1. [1] Universidad Nacional de Colombia

     Universidad Nacional de Colombia

     Colombia

     
  2. [2] University of South Florida

     University of South Florida

     Estados Unidos

     
  3. [3] Harvard University

     Harvard University

     City of Cambridge, Estados Unidos

     
  4. [4] University of California, Santa Cruz

     University of California, Santa Cruz

     Estados Unidos

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 94, Nº. 4, 2002, págs. 719-728
• Idioma: inglés
• DOI: 10.1037/0022-0663.94.4.719
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• Dialnet Métricas: 7 Citas
• Resumen

  • In this study, the authors examined the relationship between paradigmatic and syntagmatic word knowledge. The authors used familiar concrete nouns administered in Spanish and English to 88 bilingual 4th and 5th graders. Students were tested on the ability to provide superordinates, communicatively adequate definitions, and rich object descriptions. Producing superordinates in Spanish was a reliable predictor of the same skill in English, while controlling for breadth of vocabulary knowledge in each language. The relationship between communicative skills in Spanish and English was evident only when English and Spanish breadth of vocabulary knowledge were controlled. Communicative adequacy of definitions and rich descriptions of concrete nouns depended more on specific vocabulary knowledge in English than on transfer. (PsycINFO Database Record (c) 2016 APA, all rights reserved)