The Language Of Vocabulary Instruction

1073 WordsOct 18, 20155 Pages
This study examined the influence of the language of vocabulary instruction in English compared to instruction in both English and Spanish in Spanish speaking pre-schoolers. This article questions whether or not dual language learners (DDLs) in pre-school will acquire superior gains in English and Spanish receptive vocabulary after receiving a culturally and linguistically responsive (CLR) instructional modality in both English and Spanish, compared to an English culturally responsive (ECR) modality. The study also examines whether English and Spanish receptive vocabulary gains will remain 3 weeks post treatment of the CLR instructional modality in comparison to the ECR modality (Mendez, Crais, Castro, & Kainz, 2015). Forty-two preschoolers whom had a primary language of Spanish and secondary language of English were recruited for this study. The participants included sixteen boys and twenty-six girls, with a mean age of 5.14 months. All participants spoke minimal English and were enrolled in an English-only classroom. The children were placed randomly in either the CLR group or the comparison group, ECR. Both groups used the same vocabulary instructional approach, with only the language of vocabulary instruction being different (Mendez et al., 2015). Receptive vocabulary was examined in this study because comprehension normally precedes production, and children usually have an understanding of words before they are able to produce words (Clark, 1993; Oller et
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