Spanish-Speaking English Learners' English Language and Literacy Skills: The Predictive Role of Conceptually Scored Vocabulary

• In Event: Children's Conceptual Knowledge, Thinking, and Teacher Talk: A Fellowship of Unsung Heroes in Language Comprehension

Abstract

Objectives
This study examined the utility of conceptually-scored Spanish-English vocabulary in predicting Spanish-speaking English learners’ academic English proficiency and English reading comprehension. Taking English learners’ first language proficiency into consideration may help shift from a subtractive, deficit view of bilingualism toward a more additive, asset-oriented view of what English learners bring to the learning environment.

Theoretical Framework
Vocabulary represents a key barrier to language and literacy development for many English learners. Although vocabulary knowledge entails more than just the acquisition of word meanings as isolated units, many vocabulary measures tap knowledge of whether meaning has been assigned to a specific lexical label. This approach can be especially problematic for English learners as their vocabulary knowledge is distributed across their two languages (e.g., Bedore, Peña, Garcia, & Cortez, 2005; Oller & Pearson, 2002). As an alternative, the use of conceptually-scored vocabulary measures that take English learners’ language proficiency across both of their languages into consideration may help us obtain a more comprehensive and accurate picture of their vocabulary knowledge.

Data Sources
Second- and fourth-grade English learners (N = 62) were recruited from three elementary schools in the Southern region of the U.S. They completed standardized conceptually-scored vocabulary measures (i.e., Receptive and Expressive One Word Picture Vocabulary Test-4: Spanish-Bilingual Edition; Martin 2013a, 2013b) in the fall of the 2017-2018 school year. They also took the state-administered standardized measures of academic English proficiency (i.e., ACCESS for English language learners) and English reading comprehension (i.e., Measure of Academic Progress Growth Reading) in the spring.

Methods
We conducted series of multiple regression analyses to address our research questions. Academic English proficiency and English reading comprehension were our main outcomes and English learners’ scores on the conceptually-scored vocabulary measures were the main predictor of interest.

Results
The pairwise correlations between conceptually-scored receptive and expressive vocabulary, academic English proficiency, and English reading comprehension were all positive and statistically significant. This indicates that English learners who scored higher on conceptually-scored vocabulary in the fall also tended to score higher on academic English proficiency and English reading comprehension in the spring. Academic English proficiency and English reading comprehension were not predicted by the conceptually-scored measure of receptive vocabulary. However, both of these outcomes were predicted by the conceptually-scored measure of expressive vocabulary.

Scientific Significance
This study extends an established line of research on the value of conceptually-scored measures that have been used primarily with toddlers and preschoolers for use with English learners during the formal school-age years. Our results suggest that supporting English learners’ expressive vocabulary development represents an important step, as its development appears to relate to both academic English proficiency and English reading comprehension. Schools can thus take advantage of the knowledge bilingual students bring—especially in their home language—to support their academic success. In this way, we might move from a limited view of English learners to a more asset-based view of their knowledge upon school entry and during the school years.

Authors

• Jin Kyoung Hwang, University of California - Irvine

• Jeannette Mancilla-Martinez, Vanderbilt Peabody College

• Janna Brown McClain, Middle Tennessee State University

• Min Hyun Oh, Vanderbilt University

• Israel Flores, Vanderbilt University