Preschool Classroom Language Contexts and Spanish-English Dual Language Learners’ Conceptually-Scored Vocabulary Performance

• In Event: 3-192 - Classroom Language Use and Learning Outcomes in Dual Language Learners in the U.S.

Integrative Statement

The population of Spanish-speaking dual language learners (DLLs) entering preschools is growing rapidly (Mathematica Policy Research Institute, 2010). Yet, research on the relationship between the school language environment and young Spanish-English DLLs’ language development remains limited. Existing research indicates that, as with parent-child interactions, the quality of teacher-child interactions in preschool classrooms is related to children’s language skills (Gamez, 2015; Mashburn et al., 2008). It is suggested that teachers engage their preschoolers in meaningful individual conversations that follow students’ conversational topics (Jalongo & Sobolak, 2011; Schwanenflugel et al., (2005).

Previous research suggests a positive association between dialogic conversations and vocabulary gains among monolingual learners (Cabell et. al, 2015; Whitehurst et al., 1994). We hypothesize that classroom contexts where teachers ask questions more frequently than give directives or make statements will be positively associated with DLLs’ conceptually-scored vocabulary performance. Utilizing conceptually-scored vocabulary measures allow DLLs to respond in either language and demonstrate their vocabulary more equitably and accurately (Pearson, Fernandez, & Oller, 1993; Mancilla-Martinez, Greenfader, & Ochoa, in press). Further, because first language proficiency has been theorized to provide a foundation for second language learning (Cummins, 1979), we also hypothesize that use of Spanish in the preschool classroom contexts will be positively associated with DLLs’ conceptually-scored vocabulary performance.

Participants include 12 U.S. born Latino preschoolers (3.53-5.30 years, M=4.53) from 8 different classrooms in preschools in the southwestern region of the United States. The preschoolers wore LENA devices at three time points in the semester and were recorded for approximately 45 minutes at each time point. Trained research assistants (RAs) transcribed recordings according to SALT conventions, and SALT analyses were conducted to determine the number of utterances for children versus adults, as well as the mean utterance lengths, the total number of words spoken, and the type-token ratio of both child and adult speech. Additionally, trained RAs coded each utterance for language type (Spanish versus English) and discourse function (question, statement, directive for behavior). They also coded each question for question type (one-word response, closed- vs. open-ended question). In the winter and spring, participants were assessed with the English-only versions of the Expressive and Receptive One-word Picture Vocabulary Test (Martin & Brownell, 2011a, 2011b) and also the Spanish-English bilingual versions (Martin, 2013a, 2013b).

On average, adults spoke nearly twice as many utterances as children in the preschool classrooms (M adults=609.67, child=344.00). In terms of the language function, 18.32% of utterances were directives for behavior, 52.86% were statements to provide information, and 23.01% were questions to elicit information from students. Of those questions, only 10.39% were open-ended. As hypothesized, questions were correlated with increases in English vocabulary growth (receptive r= 0.670, p=.024; expressive r=.623, p=0.040). In terms of language type, only 3.25% of recorded classroom utterances were in Spanish. Yet, more Spanish was correlated with increases in Spanish-English conceptually-scored receptive vocabulary growth (r=.703, p=.016) and did not negatively influence English-only receptive vocabulary growth (r=.022, p=.948).

Authors

• Israel Flores, Vanderbilt University
  Presenting Author

• Jeannette Mancilla-Martinez, Vanderbilt University
  Non-Presenting Author

• Janna McClain, Vanderbilt University
  Non-Presenting Author