Some words have more than one translation across languages. Such translation-ambiguous words are harder to learn, recognize, and produce for individuals across the language learning spectrum. Past research demonstrates that learning both translations of translation-ambiguous words on consecutive trials confers an accuracy advantage relative to…

This study compares monolinguals and different kinds of bilinguals with respect to their knowledge of the type of lexical phenomenon known as collocation. Collocations are word combinations that speakers use recurrently, forming the basis of conventionalized lexical patterns that are shared by a linguistic community. Examples of collocations…

This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…

CHALLENGE is generally perceived as a negative word synonymous with "dispute," "defy," "confrontation," and "contest." However, when resorting to dictionary definitions, CHALLENGE has unexpectedly been found to possess positive senses such as "stimulating" and "arousing competitive…

The present paper argues for a shift in teacher knowledge and beliefs about the role of group work in the teaching and learning of emergent bilingual students. Using case study data from an eighth grade classroom, the authors analyze the role of collaboration in the interaction with grade-level text of emergent bilingual students. The analysis…

This paper describes the rationale for development of a self-instructional program using the bilingual-dichotic method, which accelerates the learning of foreign words. First, ways of learning vocabulary and the use of bilingual word lists for direct instruction with beginners are noted, and criteria are given for selection of words. Differences…