Multimodal Depth-of-Vocabulary Instruction: A Cross-Genre Analysis of a Preschool Teacher's Vocabulary Instruction in Spanish Read-Alouds

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Abstract

We investigate a dual language preschool teacher’s depth-of-vocabulary instruction and multimodal practices in Spanish storybook and informational read alouds. Using Nation’s (2013) framework for multiple dimensions of vocabulary instruction and multimodal theories (Kress and Van Leewen, 2001; Wohlwend, 2011), authors analyzed the eight videos of Spanish-lead narrative and informational book read alouds (RAs) and coded the semantic network developed around target vocabulary instruction and supportive actional, verbal, visual, and translanguaging practices. We found greater depth of Spanish vocabulary instruction in informational RAs addressing form-meaning connections, conceptual development, and semantic relations. In both RA genres, the teacher’s multimodal and translingual practices enhanced her Spanish vocabulary instruction. Practices suggest ways to capitalize transmodal/translingual resources to bolster depth-of-vocabulary instruction.

Authors

• Alain Bengochea, University of Nevada - Las Vegas

• Sabrina Francesca Sembiante, Florida Atlantic University

• Mileidis Gort, University of Colorado - Boulder