Development and Transfer of Vocabulary Knowledge in Spanish-Speaking Language Minority Preschool Children

Autor/inn/en	Goodrich, J. Marc; Lonigan, Christopher J.; Kleuver, Cherie G.; Farver, Joann M.
Titel	Development and Transfer of Vocabulary Knowledge in Spanish-Speaking Language Minority Preschool Children
Quelle	In: Journal of Child Language, 43 (2016) 5, S.969-992 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S030500091500032X
Schlagwörter	Vocabulary Development; Transfer of Training; Translation; Language Minorities; Spanish Speaking; Second Language Learning; English (Second Language); Scoring; Predictive Validity; Receptive Language; Expressive Language; Native Language; Measures (Individuals); Preschool Children; Definitions + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Training; Transfer; Ausbildung; Sprachminderheit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bewertung; Rezeptive Kommunikationsfähigkeit; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Begriffsbestimmung
Abstract	In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54.51 months, 54.3% male; Sample 2: N = 116, mean age = 60·70 months, 56.0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01