Sara Feijóo
Biographic Data
| ID | 3592446 |
|---|---|
| NAME | Sara Feijóo |
| GIVEN NAMES | Sara |
| FAMILY NAME | Feijóo |
| SIGNATURE | FEIJÓO S |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-2679-7367 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How do differences in bilingual input affect vocabulary development of a minority language? The relationship between the type of bilingual exposure and early vocabulary acquisition
Aims and objectives/purpose/research questions: This study examines the early development of receptive and productive vocabulary in a minority language (Catalan) among children aged 10 to 18 months growing up in a bilingual social context (Catalan-Spanish). The study investigates whether a lower degree of exposure to Spanish favors greater development in Catalan and explores how age influences this development. Design/methodology/approach: A tota…
Multimodal input in the foreign language classroom: The use of hand gesture to teach morphology in L2 Spanish
Many studies describe the benefits of morphological awareness in reading comprehension in both first and second languages. In turn, several studies demonstrate the positive impact of multimodal input while learning. In this study, we looked for a relationship between multimodal input, gesture in particular, and the development of morphological awareness in L2 Spanish. An experiment was carried out with 38 students of L2 Spanish, aged between 14 a…
Teacher translanguaging in CLIL primary education: Do teachers’ perceptions match their real practices? ( Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (Aicle) en la educaci…
The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL cl…
Growing up in a socially bilingual environment: Simultaneous acquisition of a typologically close language ( Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra …
Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children co…
Morphosyntactic cues to noun categorization in English child-directed speech
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Morphosyntactic cues to noun categorization in English child-directed speech
Growing up in a socially bilingual environment: Simultaneous acquisition of a typologically close language ( Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra …
Previous research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children co…
Teacher translanguaging in CLIL primary education: Do teachers’ perceptions match their real practices? ( Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (Aicle) en la educaci…
The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL cl…
Multimodal input in the foreign language classroom: The use of hand gesture to teach morphology in L2 Spanish
Many studies describe the benefits of morphological awareness in reading comprehension in both first and second languages. In turn, several studies demonstrate the positive impact of multimodal input while learning. In this study, we looked for a relationship between multimodal input, gesture in particular, and the development of morphological awareness in L2 Spanish. An experiment was carried out with 38 students of L2 Spanish, aged between 14 a…
How do differences in bilingual input affect vocabulary development of a minority language? The relationship between the type of bilingual exposure and early vocabulary acquisition
Aims and objectives/purpose/research questions: This study examines the early development of receptive and productive vocabulary in a minority language (Catalan) among children aged 10 to 18 months growing up in a bilingual social context (Catalan-Spanish). The study investigates whether a lower degree of exposure to Spanish favors greater development in Catalan and explores how age influences this development. Design/methodology/approach: A tota…
Psychology (4 works) · Language Development and Disorders (3 works) · Linguistics (3 works) · Catalan (2 works) · EFL/ESL Teaching and Learning (2 works) · Multilingual Education and Policy (2 works) · Neurobiology of Language and Bilingualism (2 works) · Neuroscience of multilingualism (2 works) · Reading and Literacy Development (2 works) · Vocabulary (2 works)