Elevating Science Vocabulary Through English Proficiency for Emergent Bilinguals: Unveiling Intervention Outcomes

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Revolutionizing Biliteracy and Social Emotional Learning in Educative Spaces (Table 2)

Abstract

This study evaluated the science vocabulary skills of 2nd-grade Spanish-speaking bilingual students using the TELPAS assessment, extending a pre-and post-test with an Intelligent Tutoring System developed by Baker et al (2020). Correlational analysis compared DOK tasks between control and intervention groups, followed by moderated regression to assess if TELPAS composite scores moderated the condition and DOK measure. Preliminary results indicated that students who performed well on the DOK definition task also excelled in the DOK task of sentence proficiency. However, TELPAS scores did not significantly moderate the relationship between condition and definition task performance. These findings suggest that early direct vocabulary instruction can benefit bilingual students.

Authors

• Nipah Onkananuwonk, Texas A&M University

• Kimberly Wright, Texas A&M University

• Jose Rosalio Palma, Texas A&M University