Comparing Vocabulary Knowledge Conceptualizations Among Spanish-English Dual Language Learners in a New Destination State

• In Event: Current Issues in Vocabulary Learning: Technology, Writing, and Supporting ENLs

Abstract

Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states, empirical understanding of their language and literacy skills is scant. We compared monolingually-scored and bilingually-scored vocabulary knowledge of Spanish-English DLLs in a new destination state. Participants included 60 elementary-aged Spanish-English DLLs in a large urban school district in Tennessee. We utilized monolingually-scored and bilingually-scored conceptualizations of vocabulary knowledge and conducted descriptive analysis and paired t-tests to compare vocabulary knowledge by grade and English proficiency status. Findings revealed: (1) DLLs’ stronger bilingual and receptive vocabulary compared to monolingual and expressive vocabulary, (2) variation of DLLs’ response patterns depending on the bilingual assessment approach used. Bilingually-scored approaches provide a more holistic understanding of elementary-aged DLLs’ vocabulary knowledge.

Authors

• Min Hyun Oh, Vanderbilt University

• Jeannette Mancilla-Martinez, Vanderbilt Peabody College