A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners

Autor/inn/en	Méndez, Lucia I.; Crais, Elizabeth R.; Castro, Dina C.; Kainz, Kristen
Titel	A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 1, S.93-106 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-12-0221
Schlagwörter	Preschool Children; Spanish Speaking; Bilingual Students; English Language Learners; Comparative Analysis; Vocabulary Development; Language of Instruction; Control Groups; Experimental Groups; Pretests Posttests; Teaching Methods; Instructional Effectiveness; Reading Assignments; Scores + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01