A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners.
Purpose: This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of voca...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 58; no. 1; pp. 93 - 107 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Feb2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=101032768&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 101032768 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Feb2015 vid: 58 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 101032768 10.1044/2014_JSLHR-L-12-0221 ppf: 93 ppct: 14 formats: fmt: @attributes: type: P size: 786KB tig: atl: A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners. aug: au: Méndez, Lucía I. Crais, Elizabeth R. Castro, Dina C. Kainz, Kirsten affil: East Carolina University, Greenville, NC University of North Carolina at Chapel Hill University of North Texas, Denton Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill su: Hispanic Americans Language acquisition Multilingualism Cultural pluralism Vocabulary Statistical correlation Research evaluation Research funding Pre-tests & post-tests Descriptive statistics sug: subj: Hispanic Americans Language acquisition Multilingualism Cultural pluralism Vocabulary Statistical correlation Research evaluation Research funding Pre-tests & post-tests Descriptive statistics ab: Purpose: This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of vocabulary instruction (English culturally responsive [ECR]) versus using a bilingual modality that strategically combined Spanish and English (culturally and linguistically responsive [CLR]). Method: Forty-two DLL Spanish-speaking preschoolers were randomly assigned to the ECR group (n = 22) or CLR group (n = 20). Thirty English words were presented during small-group shared readings in their preschools 3 times a week for 5 weeks. Multilevel models were used to examine group differences in postinstruction scores on 2 Spanish and 2 English vocabulary assessments at instruction end and follow-up. Results: Children receiving instruction in the CLR bilingual modality had significantly higher posttest scores (than those receiving the ECR English-only instruction) on Spanish and English vocabulary assessments at instruction end and on the Spanish vocabulary assessment at follow-up, even after controlling for preinstruction scores. Conclusions: The results provide additional evidence of the benefits of strategically combining the first and second language to promote English and Spanish vocabulary development in this population. Future directions for research and clinical applications are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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