Mendez, L.I., Crais, E.R., Castro, D.C.
& Kainz. (2015). A culturally and linguistically responsive vocabulary
approach for young Latino Dual Language Learners. Journal of Speech, Language, and Hearing Research, 58, 93-106. doi:
10.1044/2014_JSLHR-L-12-0221.
Dual Language Learners (DLLs) know
different words in each of their languages; as a result, they know fewer words
in any one language than their monolingual peers.
The present study examined the impact of
the language of vocabulary instruction in supporting the ability to understand English
vocabulary in DLL from low income families attending Latino preschools. Instruction
using only English as the language of vocabulary instruction was compared to using
both Spanish (first language; L1) and English (second Language; L2).
Spanish-speaking preschoolers were
randomly assigned to either vocabulary instruction group. In each group, DLLs were
presented with 30 words using similar shared reading instruction. In the dual
language instruction group, the target words were presented first in L1
(Spanish) then in L2 (English), while in the single language group the target
words were presented in English only.
The main finding was that DLLs demonstrated
higher vocabulary acquisition in English and Spanish when in the dual than
single language instruction group. This result suggests that presenting English
target words in L1 first might help DLLs to use the lexical and conceptual
knowledge from L1 to facilitate learning in L2. Importantly, using both L1 and
L2 as languages of vocabulary instruction supports language development in
DLLs.
Blogger: Areej Balilah, PhD Candidate
No comments:
Post a Comment