Teresa Cadierno
Biographic Data
| ID | 1013498 |
|---|---|
| NAME | Teresa Cadierno |
| GIVEN NAMES | Teresa |
| FAMILY NAME | Cadierno |
| SIGNATURE | CADIERNO T |
| AFFILIATIONS | University of Southern Denmark |
| ORCID | 0000-0002-8305-1027 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Thinking for Speaking in Second Language Acquisition
The “thinking for speaking” (TFS) hypothesis is concerned with the possible effects of language on the kind of thinking that occurs online in the process of using language.
Third Culture Kids in Denmark
This mixed-methods study is among the first to explore code-switching (CS) patterns within the broader context of translanguaging in a unique multilingual population, namely Third Culture Kids (TCKs), who are extensively socialised in English through schooling and the expatriate community. Data were collected from 188 TCKs enrolled in the International Baccalaureate Programme at the same international school in Denmark. Participants spoke 60 diff…
A multi-factor study of the development of English receptive skills by young Danish children
This longitudinal study examined the influence of child-specific and environmental factors on the development of English receptive vocabulary and grammar by two groups of Danish children: Early Starters (ES) and Late Starters (LS). Age of onset, gender, language aptitude and SES significantly predicted both outcome measures. English competence beliefs (ECB) were positively related to L2 proficiency but only for children with low foreign language …
The role of individual differences in younger vs. older primary school learners of English in Denmark
This study investigated 276 Danish first and third graders’ proficiency in English as a foreign language (FL) in relation to several socio-affective factors after their first year of instruction. The results showed that (a) both age groups made similar gains in receptive vocabulary and grammar, suggesting a similar rate of learning in this short time span; (b) the two groups had different socio-affective profiles. Younger learners exhibited lower…
The effect of language on recognition memory in first language and second language speakers
Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes (“Thinking for Speaking” (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very littl…
Different Starting Points for English Language Learning
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
Is perception of placement universal? A mixed methods perspective on linguistic relativity
Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish
This study investigates sematic categorization of the meaning of placement verbs by Danish and Spanish native speakers and two groups of intermediate second language (L2) learners (Danish learners of L2 Spanish and Spanish learners of L2 Danish). Participants described 31 video clips picturing different types of placement events. Cluster analyses revealed considerable differences in the semantic categorization of these events in Danish and Spanis…
Language and bilingual cognition
Language and bilingual cognition, edited by V. Cook and B. Bassetti, New York and Hove, Psychology Press, 2011, 594 pp., UK £45.00, ISBN 9781848729247 The present volume constitutes a comprehensive
Time and Motion
The Cognition Hypothesis (Robinson 2005) claims that pedagogic tasks should be sequenced for learners in an order of increasing cognitive complexity, and that along resource-directing dimensions of task demands increasing effort at conceptualization promotes more complex and grammaticized second language (L2) speech production. This article summarizes results of two studies that measured the effects of increasing the complexity of task demands in…
Explicit Instruction and Input Processing
In this paper we describe an experiment in explicit instruction that compares traditional form-focused instruction and what we call processing instruction. Traditional instruction involves explanation and output practice of a grammatical point. Processing instruction involves explanation and practice/experience processing input data, taking learner strategies in input processing as the starting point for determining what explicit instruction shou…
Different Starting Points for English Language Learning
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
Is perception of placement universal? A mixed methods perspective on linguistic relativity
Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish
This study investigates sematic categorization of the meaning of placement verbs by Danish and Spanish native speakers and two groups of intermediate second language (L2) learners (Danish learners of L2 Spanish and Spanish learners of L2 Danish). Participants described 31 video clips picturing different types of placement events. Cluster analyses revealed considerable differences in the semantic categorization of these events in Danish and Spanis…
Explicit Instruction and Input Processing
In this paper we describe an experiment in explicit instruction that compares traditional form-focused instruction and what we call processing instruction. Traditional instruction involves explanation and output practice of a grammatical point. Processing instruction involves explanation and practice/experience processing input data, taking learner strategies in input processing as the starting point for determining what explicit instruction shou…
Time and Motion
The Cognition Hypothesis (Robinson 2005) claims that pedagogic tasks should be sequenced for learners in an order of increasing cognitive complexity, and that along resource-directing dimensions of task demands increasing effort at conceptualization promotes more complex and grammaticized second language (L2) speech production. This article summarizes results of two studies that measured the effects of increasing the complexity of task demands in…
Language and bilingual cognition
Language and bilingual cognition, edited by V. Cook and B. Bassetti, New York and Hove, Psychology Press, 2011, 594 pp., UK £45.00, ISBN 9781848729247 The present volume constitutes a comprehensive
Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish
This study investigates sematic categorization of the meaning of placement verbs by Danish and Spanish native speakers and two groups of intermediate second language (L2) learners (Danish learners of L2 Spanish and Spanish learners of L2 Danish). Participants described 31 video clips picturing different types of placement events. Cluster analyses revealed considerable differences in the semantic categorization of these events in Danish and Spanis…
Different Starting Points for English Language Learning
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive vocabulary skills, cognate linguistic distance) and two context-related factors (amount of formal instruction,…
Is perception of placement universal? A mixed methods perspective on linguistic relativity
The effect of language on recognition memory in first language and second language speakers
Aims and Objectives/Purpose/Research questions: German and Spanish differ in lexicalization of object position in placement events (e.g. They stand/lay-put the binoculars on the shelf). Do native (L1) speakers of these languages show different recognition memory for object position in placement scenes (“Thinking for Speaking” (TFS))? And if so, can learning German as a second language (L2) improve memory accuracy? Originality: There is very littl…
The role of individual differences in younger vs. older primary school learners of English in Denmark
This study investigated 276 Danish first and third graders’ proficiency in English as a foreign language (FL) in relation to several socio-affective factors after their first year of instruction. The results showed that (a) both age groups made similar gains in receptive vocabulary and grammar, suggesting a similar rate of learning in this short time span; (b) the two groups had different socio-affective profiles. Younger learners exhibited lower…
A multi-factor study of the development of English receptive skills by young Danish children
This longitudinal study examined the influence of child-specific and environmental factors on the development of English receptive vocabulary and grammar by two groups of Danish children: Early Starters (ES) and Late Starters (LS). Age of onset, gender, language aptitude and SES significantly predicted both outcome measures. English competence beliefs (ECB) were positively related to L2 proficiency but only for children with low foreign language …
Third Culture Kids in Denmark
This mixed-methods study is among the first to explore code-switching (CS) patterns within the broader context of translanguaging in a unique multilingual population, namely Third Culture Kids (TCKs), who are extensively socialised in English through schooling and the expatriate community. Data were collected from 188 TCKs enrolled in the International Baccalaureate Programme at the same international school in Denmark. Participants spoke 60 diff…
Thinking for Speaking in Second Language Acquisition
The “thinking for speaking” (TFS) hypothesis is concerned with the possible effects of language on the kind of thinking that occurs online in the process of using language.
Psychology (11 works) · Linguistics (10 works) · EFL/ESL Teaching and Learning (7 works) · Language, Metaphor, and Cognition (6 works) · Computer Science (5 works) · Philosophy (5 works) · Categorization, perception, and language (4 works) · Danish (4 works) · Second Language Acquisition and Learning (4 works) · Cognition (3 works)