The role of bilingual discussion prompts in shared E-book reading

Yang, Dandan; Xia, Christina; Collins, Penelope; Warschauer, Mark

doi:10.1016/j.compedu.2022.104622

Cited by 14 publications

(10 citation statements)

References 55 publications

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“…Emergent bilinguals primarily encounter L2 at school, which places a significant responsibility on their teachers [5]. In line with previous research, the present study advocates interactive book reading (IBR) as a didactic approach for enhancing emergent bilinguals' vocabulary development [6][7][8][9][10][11][12][13]. Despite the demonstrated importance of rich contextualized vocabulary instruction in the primary grades, attention to IBR diminishes both in practice and in research beyond the preschool age [14][15][16][17][18][19].…”

Section: Introductionsupporting

confidence: 60%

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

Decraene,

Vanparys,

Montero Perez

et al. 2023

Education Sciences

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A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders.

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Section: Introductionsupporting

confidence: 60%

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

Decraene,

Vanparys,

Montero Perez

et al. 2023

Education Sciences

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“…This includes literature review, interviews and questionnaire surveys. Their insights and experiences will inform the development of the evaluation indices, providing a rich source of data to inform the design of the system [3]. The findings of this study will contribute to the field of engineering education by providing a structured and reliable method for evaluating student performance in bilingual engineering management courses.…”

Section: Introductionmentioning

confidence: 90%

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

2024

FER

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The bilingual education for engineering disciplines in universities is necessary to meet the demands of globalization in modern society. By providing an immersive English-speaking environment, personalized learning experiences, and cost-efficiency, it can help universities deliver high-quality bilingual education to engineering students. In order to generate more accurate and efficient assessments of students' performance in this context, it is essential to establish an evaluation index system to assist teachers in conducting comprehensive evaluations among students. This paper presents a study on the establishment of an evaluation index system for students' performance in bilingual engineering management courses, which could provide a comprehensive and objective measurement basis for students' performance. By implementing this evaluation index system, it will help students identify their strengths and areas for improvement but also provide valuable feedback to teachers and administrators on the effectiveness of their teaching methods and course design.

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“…This would allow family members to read and interact in the language they are most comfortable with while still promoting joint engagement and linguistic richness. Additional research, such as that conducted by Yang and colleagues [53], could further explore the role of bilingual conversational agents in supporting multilingual families' reading experiences.…”

Section: Designing For Linguistic Minority Communitiesmentioning

confidence: 99%

“Rosita Reads With My Family”: Developing A Bilingual Conversational Agent to Support Parent-Child Shared Reading

Xu¹,

He²,

Vigil³

et al. 2023

Preprint

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Bilingual children have unique needs for school readiness as they navigate between two languages and cultures. A supportive home language environment, where children are frequently exposed to language through conversation and reading, can positively impact their language development and prepare them for school. However, current conversational agents and e-books designed for children do not typically take into account the cultural and linguistic needs of bilingual children and do not involve parents. This project presents the development of a bilingual conversational agent and accompanying e-book, designed to support parent-child interactions and promote language development for linguistic minority children. Results from a user study indicate that the bilingual agent effectively engages children verbally and encourages parental involvement in reading processes. The study also provides design insights for creating conversational agents for bilingual children.

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The role of bilingual discussion prompts in shared E-book reading

Cited by 14 publications

References 55 publications

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading

The Establishment of the Evaluation Index System for Assessing Student Performance in Bilingual Engineering Management Courses

“Rosita Reads With My Family”: Developing A Bilingual Conversational Agent to Support Parent-Child Shared Reading

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