Our preferences and evaluations are often affected by contextual factors. One unavoidable context is language. We used an evaluative conditioning (EC) paradigm (pairing neutral stimuli with emotional or neutral stimuli) to investigate whether our evaluations are equally conditioned in a first (L1) and a second language (L2). An EC effect was…

The present study investigated the effect of emotional valence on auditory word recognition memory in English as a foreign language. Participants included 48 native Spanish speakers whose foreign language was English. They viewed four emotionally negative, four positive, and four neutral videos that, in total, contained 48 emotionally valenced…

The Comprehensive Test of Phonological Processing, 2nd Edition (CTOPP-2; Wagner et al., 2013) is commonly used in k-12 public schools to assess basic cognitive processing skills foundational for reading achievement. Psychometric support for its use with dual language learners (DLLs), a group representing over 10% of the school-aged population in…

Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish-English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of…

Purpose: This study investigates the interaction of language ability status, cultural experience, and nonverbal cognitive skill performance in Spanish-English bilinguals with typical development (TD) and developmental language disorder (DLD). Method: One hundred sixty-nine Spanish-English bilingual kindergartener's scores on the Symbolic Memory…

Purpose: This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English (n = 43) and Spanish-English (n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to…

This study aimed to investigate the effect of written cues on the second- language (L2) language perception, processing, and word learning, especially when the person's first language (L1) belongs to a different rhythmic type of language than L2. The first objective was to examine whether late bilinguals as L2 learners can benefit more from…

This study investigated the underlying structure of a set of eight cognitive tests from the two most recent language aptitude test batteries: the LLAMA (Meara, 2005) and the Hi-LAB (Linck et al., 2013) to see whether they had any underlying constructs in common. The study also examined whether any of the observed constructs could predict L2…

This article describes an online project in the foreign-language classroom in which Argentinian and British university students communicated across the globe to address a topic of human rights violations. The aim of the article is to answer the question of whether there is a place in language education for forgiveness and discomforting pedagogies.…

The research investigated the roles of semantic and phonological processing in word production. Spanish-English bilingual individuals produced English target words when cued with definitions that were also written in English. When the correct word was not produced, a secondary task was performed in which participants rated the ease of…

This study examines the effects of four types of reading comprehension questions--immediate, non-immediate, summary, and unanswerable questions--that linguistically diverse and predominantly low-income parents asked their fourth graders on children's text retellings. One-hundred-twenty (N = 120) parent and child dyads participated in a home visit…

Emotional words are better remembered than neutral words in the first language. Ferre, Garcia, Fraga, Sanchez-Casas and Molero (2010) found this emotional effect also for second language words by using an encoding task focused on emotionality. The aim of the present study was to test whether the same effect can also be observed with encoding tasks…

Finding the match between individuals and educational treatments is the aim of both educators and the aptitude-treatment interaction research paradigm. Using the latent growth curve analysis, the present study investigates the interaction between the type of explicit instructional approaches (deductive vs. explicit-inductive) and the level of…

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

We examined how age of acquisition in Spanish heritage speakers and L2 learners interacts with implicitness vs. explicitness of tasks in gender processing of canonical and non-canonical ending nouns. Twenty-three Spanish native speakers, 29 heritage speakers, and 33 proficiency-matched L2 learners completed three on-line spoken word recognition…