Uncovering the Benefits and Limitations of Using Songs to Build Dual Language Learners' English Vocabulary Knowledge

• In Event: Disrupting the Status Quo in Vocabulary: Radically Rethinking "What," "Who," and "How" for Vocabulary Instruction

Abstract

Dual language learners (DLLs) bring diverse linguistics experiences to school settings, but often enter preschool with lower English vocabulary knowledge than native English speakers (Mancilla-Martinez et al., 2018). Vocabulary interventions with DLLs has primarily focused on the benefits of using direct vocabulary instruction and shared book reading to support English word learning (Carlo et al., 2004; Paez, Bock, & Pizzo, 2011; Silverman, 2007). Little consideration has been given to multimodal activities, such as music and songs. Songs may be particularly effective in supporting DLLs’ word learning as the melodic and rhythmic structures of songs have the potential to promote children’s memory of musical events, highlight target words used in song lyrics, and engage children in word learning activities (Crowder, Serafine, & Repp, 1990; Wallace, 1994). The current study examines whether DLL status impacts children’s word learning through songs that are sung and rhythmically spoken. The study seeks to address the following question: (1) Does children’s word learning through sung and spoken songs vary based on their DLL status?
Data were drawn from four preschool classrooms (N = 56). Participating children were identified as a DLL (n = 25) or non-DLL (n = 31) based on parent reports of the language spoken at home. Children in the study participated in three music sessions in their preschool classroom, and sessions were led by a researcher. Using a within-subjects design, all children participated in three activities: (1) direct instruction + sung song activity, (2) direct instruction + spoken song activity, and (3) direct instruction-only activity. Sung songs were performed with an English/American folk tune, while spoken songs were performed to a beat without a melody. Children were taught six words in each activity and exposure to words was equated across the conditions. Receptive and productive definitional vocabulary assessments were administered before and after the intervention, and multilevel models were used to analyze children’s growth on both tasks.
The results show sung and spoken songs did not enhance receptive scores more than direct instruction-alone on the receptive task, despite DLL status (p > .05). DLL status was not a significant predictor for children’s receptive outcomes when taught with sung (p = .51) or spoken (p = .41) songs. On the productive definitional task, both sung and spoken songs significantly enhanced children’s English word learning compared to direct instruction-alone when controlling for DLL status (p = .001). DLL status was a significant predictor for words taught with a sung song (p = .001), with non-DLLs scoring higher than DLLs (see Figure 1). In contrast, DLL status was not a significant predictor for words taught with a spoken song (p = .68), with DLLs and non-DLLs yielding similar scores on the productive definitional task. The findings suggest spoken songs may uniquely enhance preschool DLLs’ depth of knowledge about English words compared to sung songs. This study holds instructional implications for using songs to support second-language learning. The presentation will discuss variability in DLLs’ participation during the song activities, as well as study limitations.

Authors

• Jessica Lawson-Adams, Vanderbilt University

• David K. Dickinson, Vanderbilt University

• Jonathan Kayle Donner, University of Minnesota