Harriet Wood Bowden
Biographic Data
| ID | 3763844 |
|---|---|
| NAME | Harriet Wood Bowden |
| GIVEN NAMES | Harriet Wood |
| FAMILY NAME | Bowden |
| SIGNATURE | BOWDEN H W |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0002-3115-4040 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Ecological validity and inclusivity in heritage bilingualism research
The multidimensional nature of bilingualism demands ecologically valid and inclusive research methods that can capture its dynamism and diversity. This is particularly relevant when assessing language proficiency in minoritized and racialized communities, including heritage speakers (HSs). Motivated by a paradigm shift in bilingualism research, the present study joined current efforts to establish best practices for assessing language proficiency…
Metacognitive instruction in technology-mediated TBLT
Spanish L2 Development in a Short-Term Domestic Immersion Program
This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer immersion program for a total of 96 contact hours over the duration of the program. L2 development was eval…
Grammatical and Lexical Development During Short‐Term Study Abroad
This study examined linguistic development among both intermediate and advanced college‐level second language (L2) learners during short‐term study abroad summer programs in Spain. Participants completed a measure of overall proficiency, as well as assessments of receptive grammatical (morphosyntactic) and lexical (semantic) abilities at the beginning and end of their programs. They also reported their use of and exposure to the target language o…
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…
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…
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 …
Verbal Inflectional Morphology in L1 and L2 Spanish
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
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…
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…
Verbal Inflectional Morphology in L1 and L2 Spanish
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
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 …
Verbal Inflectional Morphology in L1 and L2 Spanish
This study examines the storage versus composition of Spanish inflected verbal forms in first language (L1) and second language (L2) speakers of Spanish. L2 participants were selected to have mid-to-advanced proficiency, high classroom experience, and low immersion experience, typical of medium-to-advanced foreign language learners. Participants were shown the infinitival forms of verbs from either Class I (the default class, which takes new verb…
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…
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…
Grammatical and Lexical Development During Short‐Term Study Abroad
This study examined linguistic development among both intermediate and advanced college‐level second language (L2) learners during short‐term study abroad summer programs in Spain. Participants completed a measure of overall proficiency, as well as assessments of receptive grammatical (morphosyntactic) and lexical (semantic) abilities at the beginning and end of their programs. They also reported their use of and exposure to the target language o…
Spanish L2 Development in a Short-Term Domestic Immersion Program
This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer immersion program for a total of 96 contact hours over the duration of the program. L2 development was eval…
Ecological validity and inclusivity in heritage bilingualism research
The multidimensional nature of bilingualism demands ecologically valid and inclusive research methods that can capture its dynamism and diversity. This is particularly relevant when assessing language proficiency in minoritized and racialized communities, including heritage speakers (HSs). Motivated by a paradigm shift in bilingualism research, the present study joined current efforts to establish best practices for assessing language proficiency…
Metacognitive instruction in technology-mediated TBLT
Psychology (10 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (7 works) · Computer Science (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Second Language Acquisition and Learning (5 works) · Reading and Literacy Development (4 works) · Second Language Learning and Teaching (4 works) · Cognitive psychology (3 works)