Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies

Autor/inn/en	Kong, Na Young; Hurless, Nicole
Titel	Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 1, S.17-29 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Na Young) ORCID (Hurless, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211027625
Schlagwörter	Vocabulary Development; Bilingualism; Preschool Children; Preschool Education; Kindergarten; Intervention; Books; Program Effectiveness; Language Usage; Spanish; English; Teaching Methods; Language of Instruction + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Sprachgebrauch; Spanisch; English language; Englisch; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache
Abstract	Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC's characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC's target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC's vocabulary knowledge in both languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01