Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English–Spanish Vocabulary to English Learners
This research investigates the effectiveness of using a child’s first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English...
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| Veröffentlicht in: | Communication disorders quarterly 2019-11, Vol.41 (1), p.3-11 |
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| container_title | Communication disorders quarterly |
| container_volume | 41 |
| creator | Rivera Pérez, Jean F. Creaghead, Nancy A. Washington, Karla Guo, Ying Raisor-Becker, Lesley Combs, Sandra |
| description | This research investigates the effectiveness of using a child’s first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish–English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish–English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish–English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP. |
| doi_str_mv | 10.1177/1525740118819659 |
| format | Article |
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Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish–English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish–English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish–English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. 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Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish–English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish–English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish–English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. 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| identifier | ISSN: 1525-7401 |
| ispartof | Communication disorders quarterly, 2019-11, Vol.41 (1), p.3-11 |
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| language | eng |
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| source | SAGE Complete A-Z List; Alma/SFX Local Collection |
| subjects | Audio Equipment Bilingual Education Bilingual Students Computer Assisted Instruction Computer assisted language learning Control Groups Early Childhood Education English (Second Language) English as a second language English for special purposes English Language Learners Federal Programs Hispanic American Students Medical personnel Monolingualism Native Language Preschool Children School Readiness Second Language Learning Spanish Spanish language Speaking Speech Language Pathology Speech-language pathologists Vocabulary Development Vocabulary instruction |
| title | Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English–Spanish Vocabulary to English Learners |
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