COGNADOS Expo Tomb

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---En lingüística histórica, se llama cognados a aquellos términos con un mismo origen

etimológico, pero con distinta evolución fonética. En otras palabras, los cognados son

palabras que comparten significado, ortografía y pronunciación similares en dosidiomas. El vocablo se deriva del latín cognatus, de co- (con) y -gnatus, natus, participio

del verbo latino nascì "nacer". Su traducción literal sería consanguíneos, con un mismo

antepasado, o relacionado por una misma naturaleza, característica o función análoga. Loscognados pueden ser rastros del parentesco que guardan distintas lenguas, o de la influencia

de una lengua sobre otra.

---For instance, though pronunciation is slightly different, radio is the same word in both

Spanish and English. Some cognate pairs may have the exact same spelling but differentpronunciation (such as radio), others may differ slightly in both spelling and pronunciation

(bicicleta /bicycle). In either case, the meaning is the same between languages.

---Del 30% al 40% de todas las palabras en inglés tienen una palabra relacionada enespañol. Para los hablantes de español ELL, los cognados son un puente evidente al idioma

inglés.

No resulta sorprendente que los investigadores que estudian la adquisición de la primera ysegunda lenguas hayan descubierto que los estudiantes se benefician al reconocer cognados.

El reconocimiento de cognados es la capacidad de usar cognados de la lengua madre como

herramienta para comprender una segunda lengua.

---The ability to use cognates is a particularly powerful strategy for helping Spanish-

speaking English language learners access information in text and build English fluency.

Using the cognates strategy supports English language learners in using their homelanguage as a resource for learning new academic words in English. It is particularly

helpful for students who speak Latin-based languages, such as Spanish, French, Italian,Portuguese, and Romanian. Cognates are words that have a similar spelling, pronunciation,

and meaning across two or more languages. When students recognize words as cognates,they can access unfamiliar English words and better understand what they read.

Furthermore, some English science words are a special kind of cognate in Spanish, where

the Spanish version of the word is a common word, and the English version is a morespecialized science word (e.g., sol/solar; ácido/acid)

Relationships of words that have been borrowed fairly recently are as useful as words

which have formed part of the languages since their earliest times.

In fact, pedagogically speaking, recently borrowed words are often more useful than oldercognates because times has not yet had the time to change them so much lexically and

formally.

Cognates are valuable as a method of rapid expansion of vocabulary for the language

student. For the Spanish speaker learning English, the number of such lexical items that hecan add to his vocabulary is enormous. This is important especially for the beginner, for he

often feels frustrated by his belief that he lacks vocabulary. (grammatical and phonemic

structures mustn‟t be ignored- they are not the same)

---If Spanish speaking students can recognize cognate relationships, their English reading

can be enhanced; once they know the word in Spanish, recognizing it in English issignificantly easier.



Research has long proven that literacy skills in the first language transfer to the second.

This idea (the “cross-linguistic transfer” hypothesis), suggests that the greater the similarity

in the writing systems of the two languages, the greater the degree of transfer, and the lesstime and difficulty involved in learning to read and write the second language word autor

in Spanish, it‟s a natural and immediate step to acquire the English word “author.”

(Krashen Affective filter) Using cognates as a starting place builds a comforting bridge forthe learner. The message is, “You already know this word!” Using cognates shows thestudent that you understand his or her previous experience and you believe that speaking

Spanish is helpful in learning English.

---When students are aware of Spanish-English cognates, they do better on vocabulary

tasks

---Many ELLs do not automatically recognize cognates in their second language and need

explicit cognate instruction. On the other hand, even kindergarteners can be taught to use

cognates

--- Este estudio argumenta que los cognados son un recurso productivo para el alumno que

estudia en cualquier nivel y no solamente una herramienta aleatoria para reconocer palabras.

using them to demonstrate to beginner students how much of the target language theyalready know.

to see how cognates are not mere lexical phenomena but also reflect social and cultural

language useFrom a linguistic point of view, a cognate is a word that shares a common ancestry with

another word (Crystal 1987, p. 292). For instance, Crystal (1991) defines a cognate as “a

language or linguistic form which is historically derived from the same source as another

language/form” (p. 60). Meanwhile, Richards and Schmidt (2002) define a cognate as “a word in one language

which is similar in form and meaning to a word in another language because both

languages are related” (p. 829)

As Holmes & Ramos (1993) point out, cognate recognition „is a “natural” strategy‟

(p. 92) and as such it does not have to be taught.

Furthermore, as Corder (1973, p. 227) argues, students use their own language experiences

and resources to find connections between languages.

The aim of teaching cognates is to build learner confidence very quickly

---------The role of cross-linguistic influence (CLI), or linguistic transfer in second language

acquisition has been a field of extensive research in the past few decades (Ellis, 1994; Gasand Selinker, 1994; Kellerman, 1995; Larsen-Freeman and Long, 1991; Odlin, 1989;

Selinker, 1992)

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