Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners

2012 ◽  
Vol 35 (1) ◽  
pp. 119-153 ◽  
Author(s):  
YUUKO UCHIKOSHI
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Growth Rates ◽  
English Language ◽  
First Language ◽  
Expressive Vocabulary ◽  
Second Languages ◽  
Spanish Speaking ◽  
Concepts About Print ◽  
Early English

ABSTRACTThis study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print.

Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children

2011 ◽  
Vol 32 (3) ◽  
pp. 601-618 ◽  
Author(s):  
GLORIA RAMIREZ ◽  
XI CHEN ◽  
ESTHER GEVA ◽  
YANG LUO
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
First Language ◽  
Morphological Awareness ◽  
English Speakers ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
English Speaking

ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Language Loss

2019 ◽  
pp. 181-195
Author(s):  
Nilsa J. Thorsos
Keyword(s):  
English Language Learners ◽  
Critical Race Theory ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Language Loss ◽  
English Only ◽  
The Usa ◽  
First And Second Generation

This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.

Rapid shift in naming efficiency on a rapid automatic naming task by young Spanish-speaking English language learners

2020 ◽  
Vol 41 (4) ◽  
pp. 847-872
Author(s):  
Stephanie McMillen ◽  
Linda Jarmulowicz ◽  
Michael M. Mackay ◽  
D. Kimbrough Oller
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Processing ◽  
Repeated Measures ◽  
English Language ◽  
Lexical Processing ◽  
Naming Task ◽  
Processing Efficiency ◽  
Spanish Speaking ◽  
Rapid Shift

AbstractThe present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes in the patterns of speed and accuracy on a rapid object-naming task were evaluated across languages for the ELL children and across the groups of children. Repeated measures analysis of variance demonstrated that ELL children have a rapid shift in language processing efficiency from Spanish to English by the end of kindergarten. Results also showed that by the end of kindergarten ELL children were slightly faster and more accurate in English compared with their monolingual peers. This work provides perspective on how lexical processing is impacted by the development of a dual lexical system. We discuss how lexical density, strength of lexical connections, and environmental constraints may influence this rapid shift in lexical processing efficiency for young Spanish-speaking ELL children.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

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