Vocabulary Development of Dual Language Learners in Dual-Immersion Programs

• In Event: Toward an Asset-Oriented Approach in Exploring Vocabulary Performance Among Dual Language Learners in the United States

Abstract

Objectives: The aim of this study is to investigate the role of morphological awareness (MA) and phonological awareness (PA) on first language (L1) and second language (L2) vocabulary concurrently and one year later among native English-speaking dual language learners (DLLs) who were enrolled in dual language immersion (DLI) programs.

Theoretical framework: Existing literature support the robust relationships between PA and vocabulary among monolingual English speakers and Spanish-speaking DLLs. Additionally, there is increasing evidence that MA contributes to vocabulary for monolinguals (Carlise, 2003) and bilingual DLLs (Kieffer & Box, 2013; Luo, Koh, Deacon, & Chen, 2018). Studies have also found an effect of cross-language transfer with Spanish MA predicting English cognate vocabulary with Spanish-speaking DLLs (Ramirez, Chen, & Pasquarella, 2013). Several studies have also found English MA predicting Chinese vocabulary with Chinese-English DLLs (Tong et al., 2018). Past studies with bilinguals have mainly been conducted with English learners. How PA and MA influence L2 vocabulary concurrently and one year later for native-English speaking DLLs who are learning an L2 (e.g., Spanish, Chinese) in DLI programs have not received much attention.

Methods: Forty-four children (29 English-Spanish, 15 English-Cantonese) were recruited from Cantonese or Spanish DLI. A comparison group of 22 general education (GE) monolingual English-speaking children were also recruited from the same school district with similar maternal education and SES. Multiple linear regressions were conducted to examine the role of MA and PA on these students’ L1 and L2 vocabulary knowledge.

Data sources: Vocabulary was measured with the Peabody Picture Vocabulary Test (English: Dunn & Dunn, 2007; Spanish: Dunn & Dunn, 1986; Cantonese: Lu & Liu, 1998). MA was measured in English (Apel, Diehm, & Apel, 2013), Spanish (Yang et al., 2018), and Cantonese (McBride, Shu, Zhou, Wat & Wagner, 2003). PA was measured with elision subtest of the Comprehensive Test of Phonological Processing (Wagner, Torgesen, Rashotte, & Pearson, 2013) for English, TOPPS for Spanish (Francis et al., 2001) and in Chinese (Li, Shu, McBride-Chang, Liu, & Peng, 2012).

Results: Preliminary results show that Grade 1 English vocabulary and concurrent English MA predict Grade 2 English vocabulary similarly among both bilingual students from DLI and monolingual students from GE. As for L2, after controlling for Grade 1 Spanish vocabulary, Grade 1 Spanish PA significantly predicted Grade 2 Spanish vocabulary among native English-speaking students enrolled in DLI Spanish. Grade 2 Spanish MA and PA predicted concurrent Spanish vocabulary. For native English-speaking students enrolled in DLI Cantonese, Grade 1 Cantonese MA significantly predicted Grade 2 Cantonese vocabulary. Grade 2 Cantonese MA also predicted concurrent Cantonese vocabulary.

Scholarly significance: These findings uncover the similarities and differences in the contribution of PA and MA on L2 Spanish and Cantonese vocabulary for native English speakers. Although L2 MA contributed to L2 Spanish and Cantonese vocabulary, only Spanish PA facilitated L2 Spanish vocabulary in DLI settings. By comparing native English students in DLI and GE classrooms, this study reveals the similarities of learning English in bilingual and monolingual children. Implications for classroom instruction and policy will be discussed.

Authors

• Emily Mak, University of California - Davis

• Lu Yang, University of California - Davis

• Mayu Lindblad, University of California Davis

• Yuuko Uchikoshi, University of California - Davis