scholarly journals Patterns of Development in Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners

2020 ◽  
Vol 63 (9) ◽  
pp. 3084-3099 ◽  
Author(s):  
Jeannette Mancilla-Martinez ◽  
Jin Kyoung Hwang ◽  
Min Hyun Oh ◽  
Elena Lauren Pokowitz
Keyword(s):  
United States ◽  
Language Learners ◽  
Dual Language ◽  
Vocabulary Development ◽  
The United States ◽  
Dual Language Learners ◽  
Expressive Vocabulary ◽  
Spanish Speaking ◽  
National Norms ◽  
Over Time

Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade ( N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive—but not expressive—vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.

scholarly journals Child Care Experiences Among Dual Language Learners in the United States

AERA Open ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 233285841769938 ◽  
Author(s):  
Linda M. Espinosa ◽  
Doré R. LaForett ◽  
Margaret Burchinal ◽  
Adam Winsler ◽  
Hsiao-Chuan Tien ◽  
...  
Keyword(s):  
United States ◽  
Child Care ◽  
Language Learners ◽  
Dual Language ◽  
The United States ◽  
Dual Language Learners

scholarly journals The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers

2021 ◽  
pp. 1-20
Author(s):  
Rachel Wright Karem ◽  
Karla N. Washington
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Preschool Age ◽  
Linguistic Community ◽  
Standardized Assessments ◽  
Standardized Assessment ◽  
Dual Language Learners ◽  
Expressive Vocabulary ◽  
Linguistic Features ◽  
Word Structure

Purpose The aim of this study was to investigate the appropriateness of standardized assessments of expressive grammar and vocabulary in a sample of preschool-age dual language learners (DLLs) who use Jamaican Creole (JC) and English. Adult models from the same linguistic community as these children were used to inform culturally and linguistically appropriate interpretation of children's responses to a standardized assessment. Method JC-English–speaking preschoolers ( n = 176) and adults ( n = 33) completed the Word Structure and Expressive Vocabulary subtests of the Clinical Evaluation of Language Fundamentals Preschool–Second Edition. Adults' responses were used to develop an adapted scoring procedure that considered the influence of JC linguistic features on responses. DLLs' responses scored using the standard English and adapted JC procedures were compared. Results JC–English DLLs and adults used similar linguistic structures in response to subtest questions. DLLs' scores differed significantly from the standardized sample on both subtests. Preschoolers received higher raw and corresponding standard scores with adapted scoring compared to standard scoring. Adapted scoring that made use of adult models yielded high classification accuracy at a rate of 93.8% for Word Structure and 92.1% for Expressive Vocabulary. Conclusions Adapting standardized assessment scoring procedures using adult models may offer an ecologically valid approach to working with DLL preschoolers that can support a more accurate assessment of language functioning. These findings suggest that the use of standardized assessments for bilingual JC–English speakers requires a culturally responsive approach. Supplemental Material https://doi.org/10.23641/asha.14403026

Reading Motivation in Spanish-Speaking Dual Language Learners: Comparing Two Types of Student Report

2020 ◽  
Vol 41 (6) ◽  
pp. 605-630
Author(s):  
Susan Lutz Klauda ◽  
Ana Taboada Barber ◽  
Elizabeth B. McAllen
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Reading Motivation ◽  
Dual Language Learners ◽  
Spanish Speaking

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

2013 ◽  
Vol 33 (6) ◽  
pp. 572-593 ◽  
Author(s):  
Lisa K. Boyce ◽  
Sandra L. Gillam ◽  
Mark S. Innocenti ◽  
Gina A. Cook ◽  
Eduardo Ortiz
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Vocabulary Development ◽  
Dual Language Learners ◽  
Language Input

Story Cubing Strategies

2021 ◽  
pp. 735-750
Author(s):  
Michelle L. Amodei ◽  
Laura J. Strong
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Developmentally Appropriate ◽  
Educational Expectations ◽  
The United States ◽  
Pedagogical Practices ◽  
Dual Language Learners ◽  
Appropriate Practices ◽  
Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

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