Lucía I. Méndez|Elizabeth R. Crais|Dina C. Castro|Kirsten Kainz
A Culturally and Linguistically Responsive Vocabulary Approach for Young Latino Dual Language Learners
East Carolina University|Google (United States)|University of North Carolina at Chapel Hill|Google (United States)|University of North Texas|Google (United States)|University of North Carolina at Chapel Hill|Google (United States)
purpose study examined role language vocabulary instruction promoting english vocabulary preschool latino dual language learners dlls authors compared effectiveness delivering single evidenceinformed vocabulary approach using english language vocabulary instruction english culturally responsive ecr versus using bilingual modality strategically combined spanish english culturally linguistically responsive clr method fortytwo dll spanishspeaking preschoolers randomly assigned ecr group n 22 clr group n 20 thirty english words presented smallgroup shared readings preschools 3 times week 5 weeks multilevel models used examine group differences postinstruction scores 2 spanish 2 english vocabulary assessments instruction end followup results children receiving instruction clr bilingual modality significantly higher posttest scores receiving ecr englishonly instruction spanish english vocabulary assessments instruction end spanish vocabulary assessment followup even controlling preinstruction scores conclusions results provide additional evidence benefits strategically combining first second language promote english spanish vocabulary development population future directions research clinical applications discussed