Méndez Lucía I, Crais Elizabeth R, Kainz Kirsten
Department of Communication Sciences and Disorders, East Carolina University, Greenville, NC.
Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill.
J Speech Lang Hear Res. 2018 Apr 17;61(4):897-909. doi: 10.1044/2018_JSLHR-L-17-0186.
The purpose of this study was twofold: First, we replicated in a new sample our previous findings that a culturally and linguistically responsive (CLR) bilingual approach for English vocabulary instruction for preschool Latino dual language learners was effective. Subsequently, we investigated whether the positive effect of CLR instruction varies as a function of individual child characteristics, including baseline vocabulary levels and gender.
Using a randomized pretest-posttest follow-up group design, we first replicated our previous study (N = 42) with a new sample by randomly assigning 35 Spanish-speaking Latino preschoolers to a CLR bilingual group or an English-only group. The preschoolers received small-group evidence-informed shared readings targeting 30 English words 3 times a week for 5 weeks in their preschools. Vocabulary outcomes were measured using both standardized and researcher-developed measures. We subsequently conducted further studies with the combined sample size of 77 children to examine the variability in intervention effects related to child gender and baseline vocabulary levels.
The direct replication study confirmed findings of our earlier work suggesting that the CLR bilingual approach promoted greater gains in L1 and L2 vocabulary than in an English-only approach. The extension studies revealed that the effect of the CLR bilingual vocabulary approach on English and Spanish vocabulary outcomes was not impacted by gender or vocabulary status at baseline.
This study provides additional evidence of the benefits of strategically combining L1 and L2 for vocabulary instruction over an English-only approach. Our findings also suggest that preschool Latino dual language learners can benefit from a bilingual vocabulary instructional approach regardless of gender or baseline vocabulary levels in L1.
本研究有两个目的：第一，我们在一个新样本中重复了之前的研究结果，即针对学龄前拉丁裔双语学习者的英语词汇教学采用具有文化和语言适应性（CLR）的双语方法是有效的。随后，我们调查了CLR教学的积极效果是否会因儿童个体特征（包括基线词汇水平和性别）的不同而有所变化。
采用随机前测-后测随访组设计，我们首先用一个新样本重复了之前的研究（N = 42），将35名说西班牙语的拉丁裔学龄前儿童随机分配到CLR双语组或仅英语组。这些学龄前儿童在他们的幼儿园里接受针对30个英语单词的小组循证共享阅读，每周3次，共5周。使用标准化和研究人员开发的测量方法来测量词汇学习成果。随后，我们对77名儿童的合并样本进行了进一步研究，以检验与儿童性别和基线词汇水平相关的干预效果的变异性。
直接重复研究证实了我们早期工作的结果，表明CLR双语方法比仅英语方法在第一语言（L1）和第二语言（L2）词汇学习上能带来更大的进步。扩展研究表明，CLR双语词汇教学方法对英语和西班牙语词汇学习成果的影响不受性别或基线词汇水平的影响。
本研究提供了更多证据，证明与仅采用英语教学的方法相比，战略性地结合第一语言和第二语言进行词汇教学具有益处。我们的研究结果还表明，学龄前拉丁裔双语学习者无论性别或第一语言的基线词汇水平如何，都能从双语词汇教学方法中受益。
