Supporting Oral Language Development for Dual Language Learners With Disabilities Through Adult Feedback

2017 ◽  
Vol 21 (4) ◽  
pp. 238-249
Author(s):  
Hyejin Park ◽  
Gregory A. Cheatham ◽  
Margarita Jimenez-Silva
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Dual Language Learners ◽  
Oral Language Development

Relations between vocabulary and executive functions in Spanish–English dual language learners

2017 ◽  
Vol 22 (1) ◽  
pp. 1-14 ◽  
Author(s):  
VRINDA KALIA ◽  
M. PAULA DANERI ◽  
MAKEBA PARRAMORE WILBOURN
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Learners ◽  
Bilingual Children ◽  
Dual Language Immersion ◽  
English Only

The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

scholarly journals Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties

2020 ◽  
Vol 51 (2) ◽  
pp. 282-297 ◽  
Author(s):  
Lisa M. Bedore ◽  
Elizabeth D. Peña ◽  
Christine Fiestas ◽  
Mirza J. Lugo-Neris
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Reading Difficulties ◽  
Intervention Group ◽  
First Grade ◽  
Dual Language Learners ◽  
Early Interventions ◽  
Language And Literacy ◽  
Mean Length Of Utterance

Purpose Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as “Language and Literacy Together.” The primary focus of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for language and/or reading difficulties participated in an enhanced version of Early Interventions in Reading in Spanish. Children completed pre- and postintervention evaluations in Spanish and English, including grammatical testing from the Bilingual English Spanish Oral Screener (Peña et al., 2008) and narrative evaluation Test of Narrative Language story prompts (Gillam & Pearson, 2004; Gillam et al., n.d.). Data from six comparison participants with typical language skills who completed pre- and posttesting demonstrate the stability of the measures. Results The intervention group made gains in English and Spanish as evidenced by significant increases in their cloze and sentence repetition accuracy on the Bilingual English Spanish Oral Screener Morphosyntax subtest. They increased productivity on their narratives in Spanish and English as indexed by mean length of utterance in words but did not make gains in their overall grammaticality. Conclusions Structured intervention that includes an emphasis on grammatical elements in the context of a broader intervention can lead to change in the production of morphosyntax evident in both elicited constructions and narrative productivity as measured by mean length of utterance in words. Additional work is needed to determine if and how cross-linguistic transfer might be achieved for these learners.

Does variation in early childhood education matter more for dual language learners’ than for monolingual children’s language development?

2021 ◽  
pp. 1-22
Author(s):  
Jessica A. Willard ◽  
Birgit Leyendecker ◽  
Katharina Kohl ◽  
Lilly-Marlen Bihler ◽  
Alexandru Agache
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Development ◽  
Language Learners ◽  
Dual Language ◽  
Dual Language Learners ◽  
Childhood Education

Nature-Based Exploration to Support Language Development and Inquiry with Preschool Dual Language Learners

2020 ◽  
pp. 158-178
Author(s):  
Isauro M. Escamilla ◽  
Sahara Gonzalez-Garcia ◽  
Alicia Alvarez
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Dual Language ◽  
Dual Language Learners

The Dimensionality of Oral Language in Kindergarten Spanish–English Dual Language Learners

2018 ◽  
Vol 61 (11) ◽  
pp. 2779-2795 ◽  
Author(s):  
Shelley Gray ◽  
Ann A. O'Connell ◽  
Maria Adelaida Restrepo ◽  
Gloria Yeomans-Maldonado ◽  
Alain Bengochea ◽  
...  
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Dual Language Learners

Use of the home language in preschool classrooms and first- and second-language development among dual-language learners

2019 ◽  
Vol 47 ◽  
pp. 145-158 ◽  
Author(s):  
Helen H. Raikes ◽  
Lisa White ◽  
Sheridan Green ◽  
Margaret Burchinal ◽  
Kirsten Kainz ◽  
...  
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learners ◽  
Dual Language ◽  
Home Language ◽  
Dual Language Learners ◽  
Second Language Development ◽  
Preschool Classrooms

Developing oral language in young dual language learners, Cultivating Oral Language and Literacy Talent in Students (COLLTS)

2020 ◽  
pp. 1-13
Author(s):  
Rebecca Bergey ◽  
Diane August ◽  
Ashley Simpson Baird ◽  
Alejandra Martin ◽  
Samantha LeVangie ◽  
...  
Keyword(s):  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Dual Language Learners ◽  
Language And Literacy
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