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The Cognate Trap in Writing by Hispanic Students [microform] / Daniel Pearlman
Bib ID 5311854
Format BookBook, MicroformMicroform, OnlineOnline
Author
Pearlman, Daniel
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1976 
13 p. 
Summary

The occurrence of misleading cognates in the English compositions of students whose first language is Spanish can lead to a significant failure of communication between non-Spanish-speaking teachers and their students. Such a failure can produce attitudinal changes in both teacher and student that are potentially destructive to the learning process. A paragraph contrived by the author which is especially rich in misused cognates, all of them recurrent in the writings of his students, is presented in illustration of the problem. Copies of the paragraph were given to a group of college instructors who teach composition, and the critiques that some of them offered show the "cognate trap" in operation. The suggestion is made that bilingual resource people be an essential staff component of any department responsible for the teaching of English as a second language. (Author/KM)

Notes

ERIC Note: Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages (New York, New York, March 1976).

Educational level discussed: Higher Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Bilingual Teachers.  |  Bilingualism.  |  Contrastive Linguistics.  |  English (Second Language)  |  Higher Education.  |  Interference (Language)  |  Language Instruction.  |  Second Language Learning.  |  Spanish.  |  Spanish Speaking.  |  Vocabulary.  |  Writing (Composition)  |  Writing Exercises.  |  Writing Skills.  |  Cognates
Form/genre Speeches/Meeting Papers.
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