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Self-Efficacy And Attitudes For Vocabulary Strategies Among English Learners And Native Speakers, Qizhen Deng, Guy Trainin

Reading Horizons: A Journal of Literacy and Language Arts

This study examined university students’ self-efficacy and attitudes for employing vocabulary strategies in four learning contexts. The contexts are characterized by input modality (reading vs. listening) and purpose (academic vs. leisure). Another goal was to compare the self-efficacy and attitudes between English learners (ELs) and native speakers. A total of 112 participants responded to four short scenarios by rating their self-efficacy and attitudes toward employing vocabulary strategies under each scenario. Among the results, students reported higher self-efficacy using morphological analysis and dictionary use when reading, and higher self-efficacy to seek help when learning for academic purpose. There were no differences …

English-Spanish Cognates In The Charlotte Zolotow Award Picture Books: Vocabulary, Morphology, And Orthography Lessons For Latino Ells, José A. Montelongo, Anita C. Hernández, Roberta J. Herter

Reading Horizons: A Journal of Literacy and Language Arts

English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in English and Spanish as a result of a common etymology. Because of the similarities in the two languages, Spanish-dominant Latino English Language Learners (ELLs) can be taught to recognize English cognates thereby increasing their bilingualism and bi-literacy for these two languages.

There are over 20,000 English-Spanish cognates, many of the academic vocabulary words. Despite their vast educational potential, however, cognates are typically excluded as a word category in the language arts curriculum, thus denying Latino ELLs of a resource for acquiring English-Spanish bilingualism and bi-literacy.

English-Spanish …