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Educational Touch-Screen Games Informed by Best Practices Support Preschool-Age English Language Learners' Vocabulary Development

Fri, April 17, 10:35am to 12:05pm, Hyatt, Floor: West Tower - Green Level, Crystal C

Abstract

Objective: To present findings from a rigorous evaluation of the educational efficacy of two Pocoyo apps (“PlaySets”) targeting English language development (ELD) in young children who are English language learners (ELLs) with Spanish as their first language. The findings showcase how digital games that incorporate effective approaches to language development (providing support to children in their native language) can positively impact learning outcomes for English Language Learners.

Theoretical framework: Research on first and second language acquisition indicates that strategic use of home language enhances comprehension and English learning. Much empirical research documents the importance of providing some level of support for continued home language development. Most studies conclude that building comprehension in English for ELLs begins with understanding the concept in their first language. By reviewing or developing vocabulary and concepts in their first language, children can, with adult scaffolding, transfer knowledge to English more rapidly, thus constructing meaning on a deeper level (Espinosa, 2010; Miller & Garcia, 2008).

The design of the Pocoyo ELD PlaySets reflects this pedagogical approach. The instructions, target vocabulary, and scaffolding for the touchscreen games and other activities are provided in both English and Spanish. The PlaySets have been designed for English learners using evidence-based research, early learning pedagogy, English language development principles and strategies that are universally acknowledged as best practices for English Learners.

The PlaySets’ curriculum goal is to help young ELLs acquire English language and literacy skills. The current research is designed to assess the educational impact of the PlaySets on vocabulary development and to identify and understand whether these "best practices" for classroom instruction of young ELLs apply to educational media.

Methods: A large-scale randomized controlled trial (RCT) study was conducted with 581, 3- to 5-year-old ELL children at 15 preschools/daycare centers in Bridgeport, Los Angeles, Miami, and New York. Classrooms were randomly assigned to Experimental or Control conditions, and were provided with iPads and apps for the duration of the study. Experimental classrooms received the Pocoyo ELD PlaySet 1 and 2 apps and Control classrooms received LinguPinguin and Bilingual Child apps. Children played with their assigned apps 3 times a week for 3 weeks. The children were pre- and post-tested using standardized and customized measures.

Data Sources: Data sources included: Pre-IPT Oral English Test, Picture Vocabulary Test, Touchscreen Familiarity Test, Pocoyo Familiarity Test, Learning English Attitude Survey, Teacher Logs, Classroom Observation Logs, One-on-One Observation Logs, analytics from PlaySets

Results: Children in the Experimental condition showed significant gains in vocabulary as compared children in the Control group (p< .01). Additional findings, including moderator effects, will also be presented.

Significance: ELLs comprise over 20% of the nation's young children (Miller and Garcia, 2008), and growing. As a group, the academic performance of ELLs lags behind their English-speaking peers. This study provides evidence that touchscreen games that incorporate effective classroom approaches to language development for ELLs can have a positive impact on learning outcomes, and thus help close the achievement gap between ELL’s and their native English-speaking peers

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