Effects of Spanish Vocabulary Knowledge on the English Word Knowledge and Listening Comprehension of Bilingual Students

Autor/inn/en	Luft Baker, Doris; McCoach, Betsy D.; Ware, Sharon; Coyne, Michael D.; Rattan, Susan M.
Titel	Effects of Spanish Vocabulary Knowledge on the English Word Knowledge and Listening Comprehension of Bilingual Students
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2269-2283 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luft Baker, Doris) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1908219
Schlagwörter	Spanish; Vocabulary Development; Knowledge Level; English (Second Language); Second Language Learning; Listening Comprehension; Bilingual Students; Kindergarten; Preschool Children; Language Maintenance + Suchen Sie Ihr Suchwort? Spanisch; Wortschatzarbeit; Wissensbasis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverständnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachpflege
Abstract	The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive vocabulary. To determine student vocabulary level in Spanish, we administered a receptive Spanish vocabulary assessment. Students were grouped into matched clusters within classrooms. Clusters were randomly assigned to receive whole group vocabulary instruction only in L2 (i.e. the control group, n = 172) or whole group plus small group vocabulary instruction in L2 (i.e. the treatment group, n = 179). Findings indicated that bilingual students with high receptive vocabulary knowledge in Spanish significantly outperformed bilingual students with low receptive vocabulary knowledge in Spanish. Effects of Spanish vocabulary knowledge were maintained one year later, at the end of first grade, as measured by a researcher developed expressive vocabulary measure in English. We did not find an interaction effect between condition and student level of Spanish receptive vocabulary. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01