Facilitating Vocabulary Acquisition of Young English Language Learners

Mirza J. Lugo‐Neris · Carla Wood Jackson · Howard Goldstein

184 citations0/0 files storedLanguage Speech and Hearing Services in Schools

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Second Language Acquisition and Learning Reading and Literacy Development Language Development and Disorders

Abstract

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 184 citations exist upstream.

References

1998Preventing Reading Difficulties in Young Children 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1985The Input Hypothesis: Issues and Implications 1979Linguistic Interdependence and the Educational Development of Bilingual Children 1986The Input Hypothesis: Issues and Implications 1998Child Development and Emergent Literacy 2002Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.

Cited by

2012The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment 2019A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds 2013Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature 2018Shared Book Reading Interventions With English Learners: A Meta-Analysis

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.