Teresa Satterfield
Biographic Data
| ID | 3763570 |
|---|---|
| NAME | Teresa Satterfield |
| GIVEN NAMES | Teresa |
| FAMILY NAME | Satterfield |
| SIGNATURE | SATTERFIELD T |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0002-2776-8170 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Where is Mi Gente ? Codeswitching (Afro)Latinidad in the music classroom
Musical codeswitching (CS) entails mixing musical ideas and genres. The term CS originated in linguistics, based on language alternations attested in bilinguals. Switches in sociocultural behaviors also now receive scholarly attention as CS. The current multiple case study explores CS domains (music, language, and behavior) in the context of music education programs, where CS remains under-researched. This study also fills a gap by examining hist…
Can the Simple View of Reading Inform the Study of Reading Comprehension in Young Spanish Heritage Language Learners
This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English‐speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under‐researched. Additionally, orthographies labeled as phonologically transparent—where grapheme‐to‐phoneme correspon…
Navigating Ambiguity
This study investigates how Mexican Spanish/U.S. English heritage bilinguals process scope ambiguities in sentences containing the existential quantifiers a/una and the universal quantifiers every/cada in English and Spanish. Sentences like ‘A person bought every book’ are syntactically ambiguous in both languages, allowing for multiple possible interpretations. Research suggests that one interpretation is often preferred due to lower cognitive d…
Neural specificity for semantic and syntactic processing in Spanish-English bilingual children
Nadie Me Ve Como Latinx
Studies on how observers’ perceptions affect youth Ethnic-Racial Identity (ERI) formation focus on adolescents, and typically fail to consider non-English language use as a salient ERI marker. The current research examines two novel dimensions by examining employing Spanish-language mixed methods to study Midwestern heritage Spanish-speaking Latinx children, ages 7–13. Study outcomes correlate skin tone to ERI such that children identified by obs…
Person-specific connectivity mapping uncovers differences of bilingual language experience on brain bases of attention in children
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger ass…
Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children
Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish …
Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities
We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The cu…
Toward a Sociogenetic Solution
Creole languages are often a point of contention for theoretical linguistics. Broadly defined, creoles result from an amalgamation of two or more languages, when speakers of differing mother tongues need rudimentary communication during economic or social transactions. Creolization occurs if the “invented” system becomes the native language of the speech community. There are several hypotheses for how biological linguistic properties and social c…
The 'Shell Game
This paper articulates a formal solution to the puzzle of child language learnability within the Principles and Parameters-based framework. The language learning (parameter-setting) task requires, in principle, that the selection of syntactic knowledge be sufficiently constrained for the child to arrive at the appropriate target grammar, expending a minimum of computational effort and time. Since previous L1 analyses impose very strict requiremen…
Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children
Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish …
Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities
We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The cu…
Toward a Sociogenetic Solution
Creole languages are often a point of contention for theoretical linguistics. Broadly defined, creoles result from an amalgamation of two or more languages, when speakers of differing mother tongues need rudimentary communication during economic or social transactions. Creolization occurs if the “invented” system becomes the native language of the speech community. There are several hypotheses for how biological linguistic properties and social c…
The 'Shell Game
This paper articulates a formal solution to the puzzle of child language learnability within the Principles and Parameters-based framework. The language learning (parameter-setting) task requires, in principle, that the selection of syntactic knowledge be sufficiently constrained for the child to arrive at the appropriate target grammar, expending a minimum of computational effort and time. Since previous L1 analyses impose very strict requiremen…
Toward a Sociogenetic Solution
Creole languages are often a point of contention for theoretical linguistics. Broadly defined, creoles result from an amalgamation of two or more languages, when speakers of differing mother tongues need rudimentary communication during economic or social transactions. Creolization occurs if the “invented” system becomes the native language of the speech community. There are several hypotheses for how biological linguistic properties and social c…
Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities
We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased numbers of English language learners who enter the school system as heritage Spanish speakers. The cu…
Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children
Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish …
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger ass…
Person-specific connectivity mapping uncovers differences of bilingual language experience on brain bases of attention in children
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
Neural specificity for semantic and syntactic processing in Spanish-English bilingual children
Nadie Me Ve Como Latinx
Studies on how observers’ perceptions affect youth Ethnic-Racial Identity (ERI) formation focus on adolescents, and typically fail to consider non-English language use as a salient ERI marker. The current research examines two novel dimensions by examining employing Spanish-language mixed methods to study Midwestern heritage Spanish-speaking Latinx children, ages 7–13. Study outcomes correlate skin tone to ERI such that children identified by obs…
Where is Mi Gente ? Codeswitching (Afro)Latinidad in the music classroom
Musical codeswitching (CS) entails mixing musical ideas and genres. The term CS originated in linguistics, based on language alternations attested in bilinguals. Switches in sociocultural behaviors also now receive scholarly attention as CS. The current multiple case study explores CS domains (music, language, and behavior) in the context of music education programs, where CS remains under-researched. This study also fills a gap by examining hist…
Can the Simple View of Reading Inform the Study of Reading Comprehension in Young Spanish Heritage Language Learners
This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English‐speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under‐researched. Additionally, orthographies labeled as phonologically transparent—where grapheme‐to‐phoneme correspon…
Navigating Ambiguity
This study investigates how Mexican Spanish/U.S. English heritage bilinguals process scope ambiguities in sentences containing the existential quantifiers a/una and the universal quantifiers every/cada in English and Spanish. Sentences like ‘A person bought every book’ are syntactically ambiguous in both languages, allowing for multiple possible interpretations. Research suggests that one interpretation is often preferred due to lower cognitive d…
Linguistics (8 works) · Psychology (8 works) · Neuroscience of multilingualism (6 works) · Pedagogy (6 works) · Heritage language (5 works) · Reading and Literacy Development (5 works) · Computer Science (4 works) · Literacy (4 works) · Neurobiology of Language and Bilingualism (4 works) · Sociology (4 works)