Second Language Acquisition and Literacy Development in Kindergarten Students

• In Event: 51.025 - EFLs and English Learners: Innovations for Teaching and Learning

Abstract

The number of English language learners (ELLs) has increased significantly in the last twenty years (NCELA, 2007). A substantial number of ELLs come from less educated families and low-income backgrounds. These factors influence ELLs’ second language vocabulary acquisition, academic performance, their scores on standardized tests, and their graduation rates. In this context, second language vocabulary acquisition and literacy development of ELLs had become an imperative goal for the K-12 education system. The purpose of this investigation is to inform the results of a long-term integrated intervention program, that is based on the application of direct methods of learning vocabulary, for second language acquisition (SLA) and literacy development in kindergarten students in California.

Authors

• Linda Ventriglia-Navarrette, University of California - Riverside

• Evelyn Morales Vazquez, University of California - Riverside