Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies

Abstract

Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.

Small-group vocabulary intervention combining elements from shared book Reading and the Lexicon pirate method – A pilot study of multilingual children with speech, language and communication needs

“…The finding that they learned words that had been used actively in the intervention is promising, and also expected in light of previous studies of shared book reading (Wasik et al, 2016) and the Lexicon Pirate method (Motsch and Ulrich, 2012). The intervention method included several factors that have proved beneficial for word learning in previous studies, e.g., multiple exposures over time (Goldin-Meadow et al, 2014; Steele, 2020), word meanings put into a relevant context with clear explanations (Kong and Hurless, 2021), and explicit use of word learning strategies (Motsch and Marks, 2015). The group intervention format may also have influenced word learning positively, as this gave the children opportunities to discuss with peers as well as with adults (Steele and Mills, 2011).…”

“…There are indications that theme-based multimethod interventions – combining e.g., direct teaching of word meaning with activities that promote the active use of words within the context of a theme – are advantageous for children with below average vocabulary in general (Christ and Wang, 2011). A combination of different approaches has also been suggested to enhance the effect of vocabulary intervention for multilingual children, for example the use of explicit teaching of semantic meaning together with interactive discussion where the child is encouraged to participate actively (Kong and Hurless, 2021). The intervention delivered in this study is theme-based in the sense that target words are selected based on themes, and includes systematic use of different strategies and activities.…”

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

“…A recent systematic review focusing on vocabulary interventions for young emergent bilingual children has demonstrated the effectiveness of utilizing storybooks as valuable tools for teaching vocabulary [32]. Among the various didactic approaches using storybooks, one that aligns with all key characteristics for effective vocabulary instruction is known as IBR.…”