Patterns of Development in Spanish–English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners

Abstract

Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade ( N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive—but not expressive—vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.

Cognition and writing development in early adolescent English learners.

“…Some EL children yielded comparable bilingual proficiency and some EL children had better proficiency in one language than the other language. The literature varies in methodology for determining bilingualism (e.g., Gibson et al, 2018; Mancilla-Martinez et al, 2020; Peña et al, 2016), with some studies suggesting a focus on proficiency within each language system that in turn yields a total score and/or for focusing on conceptual proficiency (tests that allow for responses in either language) that yields highest score in the preferred language (see Peña et al, 2016; for a comprehensive review). The results showed that the z score for EOWPVT-SBE in English was 0.01 and the one in Spanish was −1.90.…”

Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency.

“…Despite these accommodations, the associations of domain-specific vocabulary knowledge and English oral proficiency with DIBELS were not apparent. This lack of linkage indicates that content literacy interventions that address both the constrained (code-based) and unconstrained (meaning-based) literacy skills might more effectively enhance ELs’ language and literacy skills (Cho et al, 2019; Mancilla-Martinez et al, 2020). Furthermore, large-scale evaluations of language-based interventions from kindergarten to Grade 3 have shown limited direct effects on reading comprehension (e.g., Language and Reading Research Consortium et al, 2019), underlining the need for sustained, multiyear interventions designed to support the full range of language and literacy skills critical for ELs’ literacy development.…”

The Comprehensive Test of Phonological Processing, Second Edition: Measurement Invariance for Dual Language Learners

“…DLLs have historically been misrepresented as deficient in receptive and expressive language development (Ben-Zeev, 1977; Zurer Pearson et al, 1993). On the contrary, compared to monolingual peers, many DLLs demonstrate average to above-average vocabulary development and comprehension (Mancilla-Martinez et al, 2020; Zurer Pearson et al, 1993). Although DLLs may exhibit lower English receptive and expressive language skills in early childhood (Ben-Zeev, 1977), these students show similar vocabulary development when abilities across languages are considered (Gross et al, 2014; Thordardottir, 2011; Zurer Pearson et al, 1993).…”