Second-Grade Emergent Bilingual Children and Narrative Retelling: Language and Instructional Context Considerations

• In Event: 34.078 - Roundtable Session 13
  In Roundtable Session: 34.078-17 - Approaches for Teaching and Assessing Bilingual Students

Abstract

This study investigated the narrative retell performance of second grade Spanish-English emergent bilingual children enrolled in either dual language immersion (N = 21) or English-only (N = 18) instructional contexts. All children heard and retold wordless picture book stories in both languages, and their performance on story structure was assessed. Correlations and multivariate analysis of variance were conducted to determine whether there were significant differences between children’s Spanish and English retells and whether there were differences in performance between children in different instructional contexts. Specific attention was paid to the individual elements of story structure, as assessed by the Narrative Scoring Scheme (NSS) (Heilmann, Miller, Nockerts, & Dunaway, 2010).

Author

• Audrey Lucero, University of Oregon