Exploration of How Spanish and English Noneliciting Questions Affect the Novel Vocabulary Acquisition of Hispanic Dual Language Learners Enrolled in Head Start

Autor/inn/en	Walsh, Bridget A.; Rose, Katherine Kensinger; Sanchez, Claudia; Burnham, Melissa M.
Titel	Exploration of How Spanish and English Noneliciting Questions Affect the Novel Vocabulary Acquisition of Hispanic Dual Language Learners Enrolled in Head Start
Quelle	In: Early Childhood Education Journal, 39 (2012) 6, S.383-390 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0483-8
Schlagwörter	Disadvantaged Youth; Monolingualism; Vocabulary Development; Language Acquisition; Early Childhood Education; Experiments; Bilingual Education; Children; Story Reading; Preschool Children; Spanish; English; Federal Programs; Low Income; School Readiness; Adults; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erprobung; Bilingual teaching; Bilingualer Unterricht; Child; Kind; Kinder; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; English language; Englisch; Niedriglohn; Readiness for school; School ability; Schulreife; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children, while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish was the only adult language spoken in most children's homes. The present study's findings revealed that Spanish vocabulary noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children in Head Start and future avenues for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10