Hearing the Same Story Dos Veces: Assessing the Textual Characteristics of Spanish-English Dual-Language Storybooks.

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Language, Communication

Abstract

Introduction: Dual-language storybooks (DLBs) may effectively support the emergent literacy and language outcomes of dual-language learners (DLLs; Castro et al. 2011). DLBs are designed for reading in two languages and span various formats. For instance, each sentence might be displayed in both languages (e.g., “Maria has a little llama. Maria tiene una llamita”) or lexical items/phrases from one language might be embedded in the sentence frame of the other language (e.g., “Maria has una llamita”) (Figure 1). To date, limited research has investigated the role of DLB format on language outcomes in DLLs. To develop an understanding of how DLB format impacts language learning, we must first assess the formats of existing storybooks. Thus, we plan to conduct a content analysis on the textual characteristics of existing Spanish-English DLBs for children ages 3-8 years.
Procedure: 150 Spanish-English DLBs will be systematically sampled from local public libraries. Selection criteria will include a designation as a “bilingual”, “multilingual”, “world language” or “dual-language” storybook for children ages 3-8 years. To determine the sampling interval, the total number of Spanish-English DLBs that meet the inclusion criteria will be divided by the desired sample size. Two raters will evaluate features of the storybooks, such as general characteristics (e.g., intended age group, intended audience, genre), design characteristics (e.g., language order, typography), and textual characteristics (e.g., idiom/expression use, number/type of code-switches, presence of errors, total Spanish/English word count). To address the primary aim, we will also assess the textual format. Here, we distinguish between five formats: Format 1) Full sentence translation (e.g., “Maria had a little llama. Maria tenia una llama pequeña”); Format 2) Full sentence translation with intrasentential code-switching (e.g., Maria had una llama pequeña. Maria tenia a little llama); Format 3) Translated lexical item/phrase insertions (e.g., Maria had una llama pequeña, a little llama); Format 4) Untranslated lexical item/phrase insertions (e.g., “Maria had una llama pequeña”); Format 5) Other/uncategorized. Coded responses will be analyzed to ensure an inter-rater reliability of greater than 90% (κ > .90).
Analyses: We will compute descriptive statistics on the prevalence of each textual feature across the sample. This analysis will determine the most prevalent format, as well as the use of other linguistic practices (e.g., code-switching). Furthermore, we will assess whether one language is emphasized in the narrative based on language order and typography. Drawing on prior studies (Daly, 2018), we predict that English will be emphasized as the dominant language. Finally, we will assess whether the storybooks describe the intended audience, such as children whose dominant language is Spanish or English.
Feasibility: To date, 36 storybooks have been coded. The complete sample will be coded by January of 2021 and all analyses will be completed by March of 2021.
Significance: This study will be the first systematic empirical investigation of the prevalence of Spanish-English DLB formats. Follow-up studies will assess the interaction between DLB format and Spanish-English DLL characteristics on novel word learning. This work will critically inform the development of effective DLBs for young learners.

Authors

• Melina Lauryn Knabe, University of Wisconsin - Madison
  Presenting Author

• Haley A Vlach, University of Wisconsin - Madison
  Non-Presenting Author