Multifaceted Vocabulary Instruction in Second-Grade Dual-Immersion Classes: Quantitative Findings

Autor/inn/en	Manyak, Patrick C.; Kappus, Ellen M.
Titel	Multifaceted Vocabulary Instruction in Second-Grade Dual-Immersion Classes: Quantitative Findings
Quelle	In: Journal of Educational Research, 114 (2021) 6, S.537-549 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1993438
Schlagwörter	Vocabulary Development; Grade 2; Elementary School Students; Immersion Programs; Bilingual Education; Spanish; English; Program Effectiveness; Hispanic American Students; English Language Learners; Native Speakers; Language Skills; Grade 3; Educational Quality; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 02; 2. Schuljahr; Schuljahr 02; Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Spanisch; English language; Englisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Muttersprachler; Language skill; Sprachkompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Quality of education; Bildungsqualität
Abstract	This article reports on a formative experiment involving the implementation of long-term multifaceted vocabulary instruction in second-grade Spanish-English dual-immersion classes. The findings indicate that students in the second year of the project showed accelerated growth in English vocabulary knowledge in comparison to the norming sample of a standardized vocabulary test, and a comparison of gain scores from Year 1 (minimal treatment) and Year 2 (full treatment) on this measure further demonstrated the benefits of the full treatment condition. In addition, although the Latinx emergent bilingual students scored considerably lower than the native English-speaking students, the emergent bilinguals showed accelerated growth of nearly a half of a standard deviation from fall to spring in comparison to the native English speakers. The authors conclude by discussing the significance of the findings, particularly given the widely recognized and urgent need for programs that will accelerate the English language development of emergent bilinguals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01