Patterns of Vocabulary Growth for Young Bilingual Students

• In Event: Roundtable Session 24
  In Roundtable Session: The Development of Vocabulary and Comprehension in Spanish-Speaking English Learners

Abstract

Objectives. Research has shown that language experiences and early exposure to literacy are important for language development and reading success (Snow, Burns, & Griffin, 1998). In particular, vocabulary development has been identified as a critical domain in reading achievement and a challenging area for young bilingual students (August & Shanahan, 2006).
This study presents findings from a home/school vocabulary intervention, growth patterns for young bilingual learners who participated in this intervention and the factors that influence these patterns of vocabulary growth including participation in the intervention program.

Theoretical Framework. This study is informed by research related to vocabulary development which demonstrate that bilingual students lag behind their English-speaking peers in depth and breadth of vocabulary knowledge (August, Carlo, Dressler, & Snow, 2005) and there is a critical need to focus on early language development for these students (Mancilla-Martinez & Lesaux, 2011). It also explores the role of factors in explaining vocabulary development such as socioeconomic status, classroom factors (Lesaux, Rupp, & Siegel, 2007), and home literacy (Uchikoshi, 2006). The intervention program connected an English-language classroom intervention to a Spanish-language home intervention. The classroom component is informed by work on vocabulary teaching methods shown to be effective with ELL students (August et al., 2005; Calderón et al. 2005).

Methods. An analytic sample was derived from the larger study to examine the research questions. Participants included 97 bilingual children with three waves of data: beginning of kindergarten, end of kindergarten, and end of first grade. The participants were part of a vocabulary intervention study at four school sites: two intervention and two control schools. The intervention included thematic units with read-alouds, discussion prompts, pre-teaching vocabulary, and structured visual and kinesthetic activities that aligned with the read-alouds.

Data Sources. Data included standardized measures of vocabulary including three subtests from the Test of Oral Language Development-Primary: picture vocabulary, relational vocabulary, and oral vocabulary. Other data included a home language and literacy questionnaire, as well as researcher-developed assessments of vocabulary, and standardized assessment of comprehension

Analysis and Conclusions. We examine the rate of vocabulary growth over time, the variables that influence that rate, and whether growth rates differ for different subsamples within the study (i.e. intervention versus control, boys versus girls). Analyses include techniques such as growth modeling to measure how children’s vocabulary skills change over time. Preliminary analyses indicate that a variety of patterns and trajectories are evident across the participants in this study. Patterns identified include acceleration, deceleration and stagnant growth

Significance. This study has theoretical and practical implications for young bilingual students. It adds to the current body of research and extends the contribution of a longitudinal study on young bilingual students. The present study takes into account the gaps and limitations of previous research by addressing the specific vocabulary needs of this population.

Authors

• Kavita Venkatesh, Boston College

• Mariela M. Paez, Boston College

• Zhushan Mandy Li, Boston College