Catherine A Stafford
Biographic Data
| ID | 1692835 |
|---|---|
| NAME | Catherine A Stafford |
| GIVEN NAMES | Catherine A |
| FAMILY NAME | Stafford |
| SIGNATURE | STAFFORD C A |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-7752-4708 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Mid-aged Latin@s in the U.S. Midwest narrating sustained bilingualism through figured worlds of bilingualism research, professionalization, and advocacy
Drawing on research interviews conducted as part of a larger study of bilingualism, we investigated how mid-aged Latin@ migrants—a group that has received little empirical attention in applied linguistics—interpret their ongoing cultivation of their own Spanish-English bilingualism at this stage of their personal and professional lives. We viewed our participants as visitors to a figured world of bilingualism research, a reflexive framing that co…
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
The article summarizes results from two experimental studies ( N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in ab initio language development under two pedagogical conditions [ ± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to assign semantic functions in Latin. Results suggest that with the more traditional pedagogical approach [+ gramma…
Variation in Spanish heritage speakers’ bilingualism and cognition
The variation that characterizes bilinguals and bilingualism is perhaps even more prominent when it comes to bilinguals who are heritage speakers of one of their languages. This variation is highly influential over the course of a lifetime in shaping and reshaping bilingual cognition, which we understand to be at once socially and individually embedded and guided. We first summarize some of the qualities that distinguish bilingual cognition from …
Optimizing Language Instruction
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
Bilingualism and enhanced attention in early adulthood
This exploratory study investigated executive attention during nonverbal and verbal processing among adults with a range of bilingual experience. Previous research has found that bilingual children control their attention better than their monolingual peers and that superior attentional control in some processing contexts persists into adulthood among lifelong bilinguals. An open question is whether late-acquired experience learning and using two…
An experimental study of early L3 development
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Exploring the Relationship Between Modified Output and Working Memory Capacity
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output durin…
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
Exploring the Relationship Between Modified Output and Working Memory Capacity
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output durin…
Optimizing Language Instruction
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
An experimental study of early L3 development
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
Concurrent Verbalizations, Pedagogical Conditions, and Reactivity
The article summarizes results from two experimental studies on reactivity. In the first experiment, 24 college-age participants received a computerized treatment that delivered a grammar lesson, practice, and feedback on assignment of semantic functions in Latin. Verbalizations did not induce reactivity on accuracy, but they slowed down posttest performance. The second experiment (N= 24), which did not include a grammar lesson, showed that think…
An experimental study of early L3 development
This research investigated Spanish–English bilingual adults' initial learning of a third language (L3), Latin, comparing the learning processes and outcomes of early- and late-onset bilinguals. Thirty-three participants were classified as Early or Late Bilinguals according to their age of arrival to the USA, and they were introduced to Latin by means of an interactive computer programme that provided grammar explanation, input-based practice and …
Exploring the Relationship Between Modified Output and Working Memory Capacity
This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output. Specifically, greater processing capacity was related to greater production of modified output durin…
Bilingualism and enhanced attention in early adulthood
This exploratory study investigated executive attention during nonverbal and verbal processing among adults with a range of bilingual experience. Previous research has found that bilingual children control their attention better than their monolingual peers and that superior attentional control in some processing contexts persists into adulthood among lifelong bilinguals. An open question is whether late-acquired experience learning and using two…
Optimizing Language Instruction
Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer program designed to promote initial learning of thematic role assignment by drawing learners' attention t…
Variation in Spanish heritage speakers’ bilingualism and cognition
The variation that characterizes bilinguals and bilingualism is perhaps even more prominent when it comes to bilinguals who are heritage speakers of one of their languages. This variation is highly influential over the course of a lifetime in shaping and reshaping bilingual cognition, which we understand to be at once socially and individually embedded and guided. We first summarize some of the qualities that distinguish bilingual cognition from …
One Size Fits All? Learning Conditions and Working Memory Capacity in Ab Initio Language Development
The article summarizes results from two experimental studies ( N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in ab initio language development under two pedagogical conditions [ ± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to assign semantic functions in Latin. Results suggest that with the more traditional pedagogical approach [+ gramma…
Two Birds, One Stone, or How Learning a Foreign Language Makes You a Better Language Learner
Experience with a second language (L2) has been shown to facilitate learning of a third or subsequent language (L3) (Sanz 2000). However, little is known about how much L2 experience is needed before benefits for L3 development emerge, or about whether effects depend on type of L3 instruction. We report two experiments investigating initial learning of semantic role (agent/patient) assignment in L3 Latin by native English speakers at different le…
Mid-aged Latin@s in the U.S. Midwest narrating sustained bilingualism through figured worlds of bilingualism research, professionalization, and advocacy
Drawing on research interviews conducted as part of a larger study of bilingualism, we investigated how mid-aged Latin@ migrants—a group that has received little empirical attention in applied linguistics—interpret their ongoing cultivation of their own Spanish-English bilingualism at this stage of their personal and professional lives. We viewed our participants as visitors to a figured world of bilingualism research, a reflexive framing that co…
Psychology (9 works) · Linguistics (8 works) · Cognitive psychology (6 works) · EFL/ESL Teaching and Learning (6 works) · Mathematics education (4 works) · Neurobiology of Language and Bilingualism (4 works) · Neuroscience of multilingualism (4 works) · Reading and Literacy Development (4 works) · Second Language Acquisition and Learning (4 works) · Cognition (3 works)