Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning

Abstract

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In the control condition, small groups of children listened to an adult-read storybook, reading in English with incidental vocabulary exposure. In the treatment condition, a technology-enhanced English shared reading with Spanish-bridging vocabulary instruction (TESB) was provided with adult mediation in an electronic book (e-book). TESB consisted of multiple vocabulary strategies including a preview of target vocabulary words and audio-recorded Spanish vocabulary definitions embedded throughout the e-book. Research suggests that even brief vocabulary interventions increase word learning (NICHHD, 2000), and accordingly, results have revealed that children make gains in both conditions through incidental exposure (Elley, 1989) and explicit vocabulary instruction (Biemiller and Boote, 2006). Significantly, more word learning gains were made in the TESB treatment condition than in the adult reading condition, as measured by researcher-developed tasks on English receptive knowledge and English naming performance. Significant pre- to post-test differences demonstrated modest growth. Educational implications are discussed, as even short interventions can lead to vocabulary gains using vocabulary strategies to support learning.