Multilingual Input for Bilingual Vocabulary Development: Advancing the Science of Reading for Dual-Language Learners

• In Event: Critical Conversation: What Are the Roles of Sociocultural and Socioemotional Variables in the Science of Reading?

Abstract

Objectives
To promote second language (L2) development in Dual-Language Learners (DLLs), scholars have long contested whether using a child’s L1 or home language in learning environments might facilitate the process of L2 learning (Collins, 2010; Goldenberg, 2013). Immersing children in an L2 environment maximizes exposure to the language (Hoff et al., 2012) but disregards the rich linguistic home environments of children. Recognizing cultural content knowledge and vocabulary knowledge are critical, bridging components in the Active View of Reading (Authors, 2022), the current study examines how multilingual input that reflects home language environments and builds children’s conceptual vocabularies might support bilingual vocabulary development in technology-based environments.

Theory
Dual-coding theory serves as the theoretical premise underlying L2 vocabulary learning in educational media (Author, 2021; Paivio, 1986). Dual-coding proposes that information is processed through separate cognitive channels that rely on verbal (speech) and nonverbal (visual images) signals to build comprehension (Mayer, 1997).
García’s (2011) notion of dynamic bilingualism asserts that multilinguals are not parallel monolingual speakers but individuals who draw from a dynamic multilingual system. DLLs, thus, can have the conceptual understanding of a vocabulary referent with multiple overlapping labels in each language. If DLLs can draw upon their full linguistic repertoires, the cognitive demands of linguistic processing may, therefore, be lessened.

Methods
87 children (Mage=59.42 months) viewed educational media episodes (“Ni-hao, Kai-lan”) in four conditions in a within-subjects design: English immersion, English with Mandarin supports, Mandarin immersion, Mandarin with English supports. Serving as his/her own control, children learned six words in English and six words in Mandarin, presented in four different video clips, counterbalanced using a Latin square design. Assessors then administered vocabulary knowledge assessments: vocabulary labeling, receptive word meaning, expressive word meaning.

Findings
A paired sample t-test between vocabulary labeling pre/posttests and a one-sample t-test against chance for receptive and expressive word meaning posttests indicated children did learn vocabulary in the L1 and L2 across all measures (p<.05)(RQ1).

A 2x2 repeated measures ANCOVA was used: the first factor was language of instruction (English, Mandarin) as a within-subjects variable (RQ1) and language of definitional supports (English, Mandarin) as a within-subjects variable (RQ2). Covariates included age in months, English/Mandarin PPVT-vocabulary scores, pre-test scores. Inferential statistics indicate a main effect for language of instruction with the target vocabulary labeling measure, F(1, 82)=7.84, p=.006; the receptive word meaning measure, F(1, 82)=20.83, p=.000; and the expressive word meaning measure, F(1, 82)=22.14, p=.000. In other words, the language of instruction influenced vocabulary learning in the L1 and L2. There were, however, no significant effects for the language of definitions.

Significance
This study investigates the critical role of multilingual input to facilitate L1 and L2 vocabulary development in DLLs. Findings affirm that when the language of media reflects the dominant language of children (i.e., reflects the sociolinguistic context of children), they demonstrate higher bilingual vocabulary gains. Results may provide educators and researchers with an understanding of how multilingual input can build children’s conceptual vocabulary knowledge to bridge the processes of decoding and language comprehension to support reading development.

Author

• Kevin M. Wong, Pepperdine University