Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores

Autor/inn/en	Goodrich, J. Marc; Lonigan, Christopher J.
Titel	Development of First- and Second-Language Vocabulary Knowledge among Language-Minority Children: Evidence from Single Language and Conceptual Scores
Quelle	In: Journal of Child Language, 45 (2018) 4, S.1006-1017 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Language Acquisition; Native Language; Second Language Learning; Vocabulary Development; Spanish; Scoring; Preschool Children; Longitudinal Studies; English (Second Language); Raw Scores; Teaching Methods; Trend Analysis; Language Minorities; Language Tests + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Wortschatzarbeit; Spanisch; Bewertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Sprachminderheit; Language test; Sprachtest
Abstract	This study evaluated the development of vocabulary knowledge over the course of two academic years, beginning in preschool, in a large sample (N = 944) of language-minority children using scores from single-language vocabulary assessments and conceptual scores. Results indicated that although children began the study with higher raw scores for Spanish vocabulary knowledge than for English vocabulary knowledge, this was reversed by the end of the first year of the study. Similarly, at the beginning of the study unique Spanish vocabulary scores were larger than unique English or shared Spanish-English vocabulary scores; however, by the end of the first year of the study children's shared Spanish-English vocabulary scores were larger than unique English vocabulary scores, which were larger than unique Spanish vocabulary scores. These trends continued through the second year of the study. These results suggest that conceptual scoring is a useful assessment technique for children with limited exposure to their second language. Implications for assessment and instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01