The Effect of Home Language Status on Preschool Children’s Learning from a Vocabulary Intervention

• In Event: 1-025 - Supporting Dual Language Learner’s Acquisition of English in Preschool Classrooms

Integrative Statement

There is now a robust literature examining the effects of vocabulary intervention on preschool children (Marulis & Neuman, 2010). Whether such interventions are effective for the English language learners (ELLs) in these classrooms is less clear, with various studies finding equivalent gains for ELLs (Silverman, 2007), less robust gains due to differences in general vocabulary knowledge (Crevecoeur, Coyne, & McCoach, 2013), and equal gains when home languages are included in instruction (Lugo-Neris, Jackson, & Goldstein, 2010). A complicating factor is inconsistent application of the ELL term, which can refer to home language background, English proficiency, and/or country of birth (Abedi, 2008).
The present study examines the differential impact of a vocabulary intervention study on children from English-only homes (EO) versus children from homes where other languages are spoken (OL; 39.8% of sample). The teacher-delivered intervention combined book-reading with guided play to support preschoolers’ (n = 231) learning of new academic vocabulary words. Children were pretested and posttested on a measure of vocabulary depth. The PPVT-4 was used to assess general vocabulary knowledge at baseline.
This study used a within-subjects design where learning of taught words was compared to learning of control words. A multilevel model examined whether children’s growth in taught v. control words on the vocabulary depth measure was moderated by their Home Language status, controlling for pretest and PPVT. Results showed that learning of taught v. control words was moderated by Home Language status (γ = 0.126, SE = 0.030, p < .001). Exploration of this interaction revealed that EO children gained more in their knowledge of taught v. control words as compared to OL children (see Figure 1).
Next, we examined the effects of the intervention for three language groups: high language OLs (PPVT > 75), low language OLs (PPVT < 75), and high language EOs (PPVT > 75). EOs with PPVT < 75 were excluded due to a small sample size (n = 8). The same analysis as above was performed, substituting the Language Group variable for Home Language status. Results showed that the effect of the intervention was moderated by Language Group (γ = -0.223, SE = 0.033, p < .001). High language EO children gained the most from the intervention, followed by high language OL children, with low language OL children learning the least (see Figure 2).
In the present study, children with non-English language backgrounds gained less from the intervention, as compared to children from English-only homes. General vocabulary knowledge also influenced learning, with high-language OL children learning more from the intervention as compared to lower-language OLs. Our findings suggest that exposure to a language other than English at home moderates preschoolers’ learning of English academic vocabulary. Since this effect is not wholly attributable to differences in general vocabulary knowledge, we will discuss other possible factors such as emergent abilities in English syntax or cultural factors related to the book-reading and play contexts. Implications will be discussed, such as the need for methods that support children from a variety of language backgrounds.

Authors

• Elizabeth Burke Hadley, University of South Florida
  Presenting Author

• David K Dickinson, Vanderbilt University
  Non-Presenting Author

• Kimberly T Nesbitt, University of New Hampshire
  Non-Presenting Author

• Molly Collins, Vanderbilt University
  Non-Presenting Author

• Brenna Hassinger-Das, Pace University
  Non-Presenting Author

• Tamara Spiewak Toub, Temple University
  Non-Presenting Author

• Roberta Michnick Golinkoff, Univ of DE
  Non-Presenting Author

• Kathy Hirsh-Pasek, Temple University
  Non-Presenting Author