Facilitating vocabulary acquisition of young English language learners.
PURPOSE: This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language c...
| Published in: | Language, Speech & Hearing Services in Schools Vol. 41; no. 3; pp. 314 - 328 |
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| Main Authors: | , , |
| Format: | clinical trial pictorial research tables/charts Journal Article |
| Published: |
American Speech-Language-Hearing Association
Jul2010
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105046782&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105046782 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2010 vid: 41 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105046782 2010705707 10.1044/0161-1461(2009/07-0082) NLM20421611 105046782 ppf: 314 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Facilitating vocabulary acquisition of young English language learners. aug: au: Lugo-Neris MJ Jackson CW Goldstein H affil: School of Communication Science and Disorders, 127 Honor's Way, Regional Rehabilitation Center, Tallahassee, FL 32306; mjl8079@fsu.edu sug: subj: English as a Second Language Learning In Infancy and Childhood Teaching Methods Vocabulary Analysis of Variance Child, Preschool Clinical Assessment Tools Clinical Trials Descriptive Statistics Female Florida Funding Source Human Interviews Male Videorecording Child, Preschool: 2-5 years Female Male ab: PURPOSE: This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. METHOD: Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. RESULTS: Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. CONCLUSIONS: Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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