Teacher implementation of an individualised vocabulary intervention programme for dual language learners in a preschool classroom.
Purpose: This study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child's diverse needs. Method: Participants were 32 Cantonese-English pre-school dual...
| Published in: | International Journal of Speech-Language Pathology Vol. 27; no. 6; pp. 823 - 838 |
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| Main Authors: | , , , |
| Format: | clinical trial research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Dec2025
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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=189915828&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189915828 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Dec2025 vid: 27 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 189915828 180722937 189915828 189915828 10.1080/17549507.2024.2420628 189915828 ppf: 823 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teacher implementation of an individualised vocabulary intervention programme for dual language learners in a preschool classroom. aug: au: Kan, Pui Fong Colunga, Eliana Weber, Jennifer Huang, Shirley affil: Department of Speech, Language, and Hearing Sciences, University of Colorado Boulder, Boulder, CO, USA sug: subj: Learning Environment Multilingualism Language Development In Infancy and Childhood Vocabulary Education Teachers Program Implementation Needs Assessment Program Evaluation Human Child, Preschool English as a Second Language Questionnaires Interviews Descriptive Statistics Culture Pilot Studies Multimethod Studies Quasi-Experimental Studies California Content Analysis Male Female Scales T-Tests Analysis of Variance Clinical Trials Funding Source Child, Preschool: 2-5 years Male Female ab: Purpose: This study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child's diverse needs. Method: Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children's immediate word learning was reported by teachers and word retention was measured two weeks after the intervention. Result: Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words. Conclusion: The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers' knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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