Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children

2015 ◽  
Vol 43 (5) ◽  
pp. 969-992 ◽  
Author(s):  
J. MARC GOODRICH ◽  
CHRISTOPHER J. LONIGAN ◽  
CHERIE G. KLEUVER ◽  
JOANN M. FARVER
Keyword(s):  
Preschool Children ◽  
Predictive Validity ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Partial Support ◽  
Time Points ◽  
Spanish Speaking ◽  
L2 Vocabulary ◽  
L1 And L2

AbstractIn 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.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

“I know the word, but ...”

2005 ◽  
Vol 28 (2) ◽  
pp. 15-27 ◽  
Author(s):  
Sun Hee Ok Kim
Keyword(s):  
Learning Environment ◽  
First Language ◽  
Negative Influence ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Positive Role ◽  
L2 Learning ◽  
L2 Vocabulary ◽  
L1 And L2

Abstract Bilinguals sometimes report on difficulties in finding words while speaking in the first language (L1) or the second language (L2), which is frequently attributed to the negative influence of one language onto the other. This paper addresses this issue by investigating the relationship between L1 and L2 vocabulary knowledge of Korean-English bilinguals who have been exposed to an L2 learning environment since the age of 12 years. Their vocabulary knowledge in L1 and L2 is measured by using a standardised vocabulary test in each language and their L1 vocabulary measures are compared with that of 12 year old Korean monolinguals. The findings show that there is a significant positive correlation between the scores from the L1 and L2 vocabulary tests among the participants. The findings suggest (1) that L1 vocabulary learning continues in the L2 learning environment, and (2) that the extent of the vocabulary knowledge in one language is the good predictor of the other, highlighting the positive role of L1 vocabulary knowledge in L2 learning. Implications for the support for L1 development of young immigrants are also discussed.

Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model

2011 ◽  
Vol 33 (1) ◽  
pp. 23-54 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
NONIE K. LESAUX
Keyword(s):  
Rapid Growth ◽  
Morphological Awareness ◽  
Strong Relationship ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
Latent Growth ◽  
Spanish Speaking ◽  
Vocabulary Growth ◽  
Concurrent Development ◽  
Complex Words

ABSTRACTDespite acknowledgement of the limited English vocabularies demonstrated by many language minority (LM) learners, few studies have identified skills that relate to variation in vocabulary growth in this population. This study investigated the concurrent development of morphological awareness (i.e., students’ understanding of complex words as combinations of meaningful smaller units) and vocabulary for LM learners in early adolescence. A cohort of Spanish-speaking LM learners (n = 90) was followed from fourth through seventh grade and assessed annually. Latent growth modeling results indicated a strong relationship between rates of growth in the two skills, such that learners with rapid growth in derivational morphological awareness also demonstrated rapid growth in vocabulary. Despite positive vocabulary growth during this period, the learners remained far below national norms. Findings highlight the need for language-focused instructional intervention for this population and suggest that morphological awareness may be a promising point of leverage for such instruction.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

2018 ◽  
Vol 7 (4) ◽  
pp. 121
Author(s):  
Ahmed Masrai
Keyword(s):  
First Language ◽  
Vocabulary Development ◽  
Preschool Education ◽  
Study Data ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact ◽  
Early Childhood Settings

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

scholarly journals Second Language Vocabulary Learning from Viewing Video in an EFL Classroom

2020 ◽  
Vol 13 (7) ◽  
pp. 76
Author(s):  
Rattana Yawiloeng
Keyword(s):  
Second Language ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Auditory Information ◽  
Efl Learners ◽  
Post Test ◽  
L2 Vocabulary ◽  
L1 And L2

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer’s (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data, five types of research instruments were utilized including a survey of English vocabulary knowledge, pre-test, post-test, the English vocabulary video, and a questionnaire. The findings of this study revealed an increase in the post-test scores after the Thai EFL learners engaged in learning second language (L2) vocabulary using an English vocabulary video. Moreover, the findings also uncovered that the EFL learners gained L2 vocabulary knowledge after viewing the video containing first language (L1) and L2 captions, images, and L2 audios which are relevant to the target words. Furthermore, the results revealed that the EFL students preferred learning L2 vocabulary via video containing both L1 and L2 captions, interesting and related images, and the proper volume of audios. Therefore, the significant findings of this study lead to theoretical and pedagogical implications regarding the significant role of multimedia learning in terms of the links between visual and auditory information.

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