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Facilitating Vocabulary Acquisition of Young English Language Learners

Title: Facilitating Vocabulary Acquisition of Young English Language Learners.
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Name(s): Lugo-Neris, Mirza J., author
Jackson, Carla Wood, professor directing thesis
Goldstein, Howard, committee member
Thomas-Tate, Shurita, committee member
Lonigan, Christopher, committee member
School of Communication, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 0007
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: A vocabulary intervention during shared storybook reading was implemented with 22 Spanish-English bilingual children. One intervention consisted of English expansions of vocabulary words and the other of English-supplemented-with-Spanish instruction. Participants between the ages of 4 and 6 received both interventions during a four-week summer program. It was hypothesized that the intervention incorporating Spanish would produce greater learning in three areas: naming, receptive knowledge, and expressive definitions. It also was hypothesized that the children's initial language proficiency in each language would affect their learning from Spanish vocabulary expansions. Results revealed significant improvement in all three areas. The Spanish vocabulary expansions condition produced the greatest gains in expressive definitions. Also, the children's initial language proficiency in Spanish and English was found to affect the children's possible gains from the intervention. The thirteen participants with limited skills in both languages showed significantly less vocabulary growth than the participants who had strong skills in Spanish. Although both languages of intervention were beneficial, there were additional benefits to using Spanish expansions in the vocabulary instruction. Findings support previous literature that suggests shared reading is a useful tool to enhance word learning. This is especially true for bilingual children when supporting and strengthening a child's first language and facilitating second-language acquisition. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages.
Identifier: FSU_migr_etd-1007 (IID)
Submitted Note: A Thesis Submitted to the Department of Communication Disorders in Partial Fulfillment of the Requirements for the Degree of Master of Science.
Degree Awarded: Summer Semester, 20007.
Date of Defense: April 24, 2007.
Keywords: Bilingual Vocabulary Acquisition, Preschool, Spanish-English Bilinguals
Bibliography Note: Includes bibliographical references.
Advisory committee: Carla Wood Jackson, Professor Directing Thesis; Howard Goldstein, Committee Member; Shurita Thomas-Tate, Committee Member; Christopher Lonigan, Committee Member.
Subject(s): Communication
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-1007
Owner Institution: FSU

Choose the citation style.
Lugo-Neris, M. J. (7AD). Facilitating Vocabulary Acquisition of Young English Language Learners. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-1007