Learning Vocabulary on Screen: A Content Analysis of Pedagogical Supports in Educational Media Programs for Dual-Language Learners

Autor/inn/en	Wong, Kevin M.; Neuman, Susan B.
Titel	Learning Vocabulary on Screen: A Content Analysis of Pedagogical Supports in Educational Media Programs for Dual-Language Learners
Quelle	In: Bilingual Research Journal, 42 (2019) 1, S.54-72 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Kevin M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1561551
Schlagwörter	Vocabulary Development; Spanish; Mandarin Chinese; Content Analysis; Teaching Methods; Preschool Children; School Readiness; Flow Charts; Video Technology; Bilingualism; Second Language Learning; Linguistic Theory; Learning Theories; Native Language; Transfer of Training; Educational Television; Programming (Broadcast); Linguistic Input; Word Lists; English (Second Language) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Spanisch; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Bilingualismus; Zweitsprachenerwerb; Linguistische Theorie; Learning theory; Lerntheorie; Training; Transfer; Ausbildung; Bildungsfernsehen; Schulfernsehen; Programmgestaltung; Sprachbildung; Wortliste; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content analysis to examine (1) the extent to which these programs focus on vocabulary in two languages, (2) dual-language instructional supports used in media; and (3) the quality of words taught on screen. We analyzed 50 episodes from five leading dual-language educational programs. Using a flow chart and an iteratively-developed codebook, we identified vocabulary clips and screen-based pedagogical supports used in these programs. Results indicate there were strikingly few vocabulary clips in the videos analyzed. Moreover, most of the clips were of simple vocabulary words taught primarily in English rather than Spanish or Mandarin. The most prevalent screen-based pedagogical supports included repetitions, visual supports, and demonstrations. However, there were noteworthy differences in the types of supports by program and language. Findings suggest that the dual-language appeal of programs may serve more as a marketing tool than an instructional tool for vocabulary development. Implications for research in dual-language vocabulary instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01