Introduction
Latinos account for 16.5% of the United States population, and are the fastest growing minority group. In 2012, the population of Latino children was 24%, and is expected to increase to 36% by 2050. Children who identify Spanish as their first language (L1) and English as their second (L2) are considered dual language learners (DLLs), and these children will enter preschool in the process of developing both languages. DLLs also account for 30% of Head Start programs.
Unfortunately, Latinos are behind in vocabulary and literacy development in comparison to native English speakers. Early vocabulary and literacy development are also predictors for reading achievement. There is an achievement gap between native English speakers and …show more content…
The pretest results were also used to determine eligibility for participation in the study. A posttest was scheduled one week after instruction, and a follow-up 3 weeks after the posttest. To measure the children’s vocabulary comprehension the researchers used two criterion-referenced researcher-developed vocabulary probes and standardized measures. To capture small changes and improvements after short periods of instruction, the researchers used the English Language Probe (REVP) and the Spanish Language Probe (RSVP). Both test were created by the researchers, but followed the format of the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4), in which the children were showed pictures and were to point to the one that corresponds to the spoken word in both languages. The two standardized measures used were the Receptive One Word Picture Vocabulary Test (ROWPVT) and the Test de Vocabulario en Imagenes Peavody Adaptacion Hispanoamericana (TVIP) to measure receptive vocabulary in English and Spanish. For the ROWPVT, the children were tested on 100 English word-using pictures, and the TVIP tested 125 words in Spanish. All four assessments were used for the pre and posttest and the …show more content…
DLLs are behind in literacy and vocabulary development in comparison to native English. The purpose of the study was to examine the relationship between vocabulary development, and dual language instruction versus English only instruction. The results of the study impact the education field because the research presents the benefits of bilingual education for DLLs. The results prove that DLLs acquire more vocabulary in L1 and L2 when the two languages are used during instruction. To ensure that all children are getting their educational needs meet; preschool programs should consider offering the option of dual language instruction. This information should prompt all preschool programs with a high percent of DLLs to use dual language instruction to help the children develop their L1 and L2
Latinos account for 16.5% of the United States population, and are the fastest growing minority group. In 2012, the population of Latino children was 24%, and is expected to increase to 36% by 2050. Children who identify Spanish as their first language (L1) and English as their second (L2) are considered dual language learners (DLLs), and these children will enter preschool in the process of developing both languages. DLLs also account for 30% of Head Start programs.
Unfortunately, Latinos are behind in vocabulary and literacy development in comparison to native English speakers. Early vocabulary and literacy development are also predictors for reading achievement. There is an achievement gap between native English speakers and …show more content…
The pretest results were also used to determine eligibility for participation in the study. A posttest was scheduled one week after instruction, and a follow-up 3 weeks after the posttest. To measure the children’s vocabulary comprehension the researchers used two criterion-referenced researcher-developed vocabulary probes and standardized measures. To capture small changes and improvements after short periods of instruction, the researchers used the English Language Probe (REVP) and the Spanish Language Probe (RSVP). Both test were created by the researchers, but followed the format of the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4), in which the children were showed pictures and were to point to the one that corresponds to the spoken word in both languages. The two standardized measures used were the Receptive One Word Picture Vocabulary Test (ROWPVT) and the Test de Vocabulario en Imagenes Peavody Adaptacion Hispanoamericana (TVIP) to measure receptive vocabulary in English and Spanish. For the ROWPVT, the children were tested on 100 English word-using pictures, and the TVIP tested 125 words in Spanish. All four assessments were used for the pre and posttest and the …show more content…
DLLs are behind in literacy and vocabulary development in comparison to native English. The purpose of the study was to examine the relationship between vocabulary development, and dual language instruction versus English only instruction. The results of the study impact the education field because the research presents the benefits of bilingual education for DLLs. The results prove that DLLs acquire more vocabulary in L1 and L2 when the two languages are used during instruction. To ensure that all children are getting their educational needs meet; preschool programs should consider offering the option of dual language instruction. This information should prompt all preschool programs with a high percent of DLLs to use dual language instruction to help the children develop their L1 and L2