Comparing Vocabulary Knowledge Conceptualizations among Spanish-English Dual Language Learners in a New Destination State
Purpose: Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states--where DLLs have not been historically served--empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acqui...
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| description | Purpose: Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states--where DLLs have not been historically served--empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and bilingually scored vocabulary knowledge of Spanish-English DLLs in a new destination state. Method: Participants included second- and fourth-grade Spanish-English DLLs (N = 60) in a large urban school district in a new destination state. Students were considered DLLs if their parents indicated that Spanish was spoken at home to some extent. We utilized monolingually scored (Spanish-only and English-only) and bilingually scored (conceptual and total) conceptualizations of vocabulary knowledge. Descriptive analysis and Bonferroni-adjusted multiple comparisons were used to compare vocabulary knowledge by assessment approach (i.e., monolingual or bilingual), grade (i.e., second and fourth), and English proficiency status (i.e., limited English proficient and English proficient). Results: Findings revealed that: (1) DLLs, across grade levels and English proficiency status, demonstrated higher bilingual vocabulary scores compared to monolingual scores and stronger receptive vocabulary performance than expressive vocabulary performance; and (2) DLLs' response patterns varied depending on the bilingual assessment approach used, with DLLs in limited English-proficient and English-proficient groups evidencing similar response patterns. Conclusions: Bilingual scoring of vocabulary knowledge provides a more holistic understanding of elementary-aged DLLs' language skills. Results represent an important step toward shifting school-based assessment practices to incorporate comprehensive and equitable ways to conceptualize and measure elementary-aged Spanish-English DLLs' vocabulary knowledge. |
| doi_str_mv | 10.1044/2020_LSHSS-20-00031 |
| format | Article |
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Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and bilingually scored vocabulary knowledge of Spanish-English DLLs in a new destination state. Method: Participants included second- and fourth-grade Spanish-English DLLs (N = 60) in a large urban school district in a new destination state. Students were considered DLLs if their parents indicated that Spanish was spoken at home to some extent. We utilized monolingually scored (Spanish-only and English-only) and bilingually scored (conceptual and total) conceptualizations of vocabulary knowledge. Descriptive analysis and Bonferroni-adjusted multiple comparisons were used to compare vocabulary knowledge by assessment approach (i.e., monolingual or bilingual), grade (i.e., second and fourth), and English proficiency status (i.e., limited English proficient and English proficient). Results: Findings revealed that: (1) DLLs, across grade levels and English proficiency status, demonstrated higher bilingual vocabulary scores compared to monolingual scores and stronger receptive vocabulary performance than expressive vocabulary performance; and (2) DLLs' response patterns varied depending on the bilingual assessment approach used, with DLLs in limited English-proficient and English-proficient groups evidencing similar response patterns. Conclusions: Bilingual scoring of vocabulary knowledge provides a more holistic understanding of elementary-aged DLLs' language skills. Results represent an important step toward shifting school-based assessment practices to incorporate comprehensive and equitable ways to conceptualize and measure elementary-aged Spanish-English DLLs' vocabulary knowledge.</description><identifier>ISSN: 0161-1461</identifier><identifier>EISSN: 1558-9129</identifier><identifier>DOI: 10.1044/2020_LSHSS-20-00031</identifier><identifier>PMID: 33237842</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association</publisher><subject>Analysis ; Bilingual education ; Bilingual Students ; Bilingualism ; Child ; Child Language ; Comprehension ; Concept Formation ; Elementary School Students ; Elementary schools ; English (Second Language) ; English as a second language ; English language ; Equal Education ; Expressive Language ; Female ; Grade 1 ; Grade 2 ; Grade 4 ; Hispanic or Latino - education ; Hispanic or Latino - psychology ; Humans ; Knowledge ; Language ; Language acquisition ; Language Proficiency ; Language Skills ; Language Tests ; Learning ; Limited English Speaking ; Linguistics ; Literacy ; Longitudinal Studies ; Low income groups ; Male ; Monolingualism ; Multilingualism ; Preschool Children ; Reading Skills ; Receptive Language ; Responses ; School districts ; Schools ; Scores ; Scoring ; Spanish language ; Spanish Speaking ; Students ; Trends ; Urban Schools ; Vocabulary ; Vocabulary Development ; Vocabulary learning ; Vocabulary Skills</subject><ispartof>Language, speech & hearing services in schools, 2021-01, Vol.52 (1), p.369-382</ispartof><rights>COPYRIGHT 2020 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Jan 2021</rights><rights>Copyright © 2020 American Speech-Language-Hearing Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c553t-782d5765f6f1be5f036c64c7baacae453c0935bf1aa59c19768610431f6451453</citedby><cites>FETCH-LOGICAL-c553t-782d5765f6f1be5f036c64c7baacae453c0935bf1aa59c19768610431f6451453</cites><orcidid>0000-0002-6068-9044 ; 0000-0001-7185-7093</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27923,27924</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1283427$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33237842$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Oh, Min Hyun</creatorcontrib><creatorcontrib>Mancilla-Martinez, Jeannette</creatorcontrib><title>Comparing Vocabulary Knowledge Conceptualizations among Spanish-English Dual Language Learners in a New Destination State</title><title>Language, speech & hearing services in schools</title><addtitle>Lang Speech Hear Serv Sch</addtitle><description>Purpose: Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states--where DLLs have not been historically served--empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and bilingually scored vocabulary knowledge of Spanish-English DLLs in a new destination state. Method: Participants included second- and fourth-grade Spanish-English DLLs (N = 60) in a large urban school district in a new destination state. Students were considered DLLs if their parents indicated that Spanish was spoken at home to some extent. We utilized monolingually scored (Spanish-only and English-only) and bilingually scored (conceptual and total) conceptualizations of vocabulary knowledge. Descriptive analysis and Bonferroni-adjusted multiple comparisons were used to compare vocabulary knowledge by assessment approach (i.e., monolingual or bilingual), grade (i.e., second and fourth), and English proficiency status (i.e., limited English proficient and English proficient). Results: Findings revealed that: (1) DLLs, across grade levels and English proficiency status, demonstrated higher bilingual vocabulary scores compared to monolingual scores and stronger receptive vocabulary performance than expressive vocabulary performance; and (2) DLLs' response patterns varied depending on the bilingual assessment approach used, with DLLs in limited English-proficient and English-proficient groups evidencing similar response patterns. Conclusions: Bilingual scoring of vocabulary knowledge provides a more holistic understanding of elementary-aged DLLs' language skills. Results represent an important step toward shifting school-based assessment practices to incorporate comprehensive and equitable ways to conceptualize and measure elementary-aged Spanish-English DLLs' vocabulary knowledge.</description><subject>Analysis</subject><subject>Bilingual education</subject><subject>Bilingual Students</subject><subject>Bilingualism</subject><subject>Child</subject><subject>Child Language</subject><subject>Comprehension</subject><subject>Concept Formation</subject><subject>Elementary School Students</subject><subject>Elementary schools</subject><subject>English (Second Language)</subject><subject>English as a second language</subject><subject>English language</subject><subject>Equal Education</subject><subject>Expressive Language</subject><subject>Female</subject><subject>Grade 1</subject><subject>Grade 2</subject><subject>Grade 4</subject><subject>Hispanic or Latino - education</subject><subject>Hispanic or Latino - psychology</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Language</subject><subject>Language acquisition</subject><subject>Language Proficiency</subject><subject>Language Skills</subject><subject>Language Tests</subject><subject>Learning</subject><subject>Limited English Speaking</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Longitudinal Studies</subject><subject>Low income groups</subject><subject>Male</subject><subject>Monolingualism</subject><subject>Multilingualism</subject><subject>Preschool Children</subject><subject>Reading Skills</subject><subject>Receptive Language</subject><subject>Responses</subject><subject>School districts</subject><subject>Schools</subject><subject>Scores</subject><subject>Scoring</subject><subject>Spanish language</subject><subject>Spanish Speaking</subject><subject>Students</subject><subject>Trends</subject><subject>Urban Schools</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><subject>Vocabulary learning</subject><subject>Vocabulary 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Vocabulary Knowledge Conceptualizations among Spanish-English Dual Language Learners in a New Destination State</title><author>Oh, Min Hyun ; Mancilla-Martinez, Jeannette</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c553t-782d5765f6f1be5f036c64c7baacae453c0935bf1aa59c19768610431f6451453</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Analysis</topic><topic>Bilingual education</topic><topic>Bilingual Students</topic><topic>Bilingualism</topic><topic>Child</topic><topic>Child Language</topic><topic>Comprehension</topic><topic>Concept Formation</topic><topic>Elementary School Students</topic><topic>Elementary schools</topic><topic>English (Second Language)</topic><topic>English as a second language</topic><topic>English language</topic><topic>Equal Education</topic><topic>Expressive Language</topic><topic>Female</topic><topic>Grade 1</topic><topic>Grade 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Development</topic><topic>Vocabulary learning</topic><topic>Vocabulary Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Oh, Min Hyun</creatorcontrib><creatorcontrib>Mancilla-Martinez, Jeannette</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access 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State</atitle><jtitle>Language, speech & hearing services in schools</jtitle><addtitle>Lang Speech Hear Serv Sch</addtitle><date>2021-01-01</date><risdate>2021</risdate><volume>52</volume><issue>1</issue><spage>369</spage><epage>382</epage><pages>369-382</pages><issn>0161-1461</issn><eissn>1558-9129</eissn><abstract>Purpose: Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states--where DLLs have not been historically served--empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and bilingually scored vocabulary knowledge of Spanish-English DLLs in a new destination state. Method: Participants included second- and fourth-grade Spanish-English DLLs (N = 60) in a large urban school district in a new destination state. Students were considered DLLs if their parents indicated that Spanish was spoken at home to some extent. We utilized monolingually scored (Spanish-only and English-only) and bilingually scored (conceptual and total) conceptualizations of vocabulary knowledge. Descriptive analysis and Bonferroni-adjusted multiple comparisons were used to compare vocabulary knowledge by assessment approach (i.e., monolingual or bilingual), grade (i.e., second and fourth), and English proficiency status (i.e., limited English proficient and English proficient). Results: Findings revealed that: (1) DLLs, across grade levels and English proficiency status, demonstrated higher bilingual vocabulary scores compared to monolingual scores and stronger receptive vocabulary performance than expressive vocabulary performance; and (2) DLLs' response patterns varied depending on the bilingual assessment approach used, with DLLs in limited English-proficient and English-proficient groups evidencing similar response patterns. Conclusions: Bilingual scoring of vocabulary knowledge provides a more holistic understanding of elementary-aged DLLs' language skills. Results represent an important step toward shifting school-based assessment practices to incorporate comprehensive and equitable ways to conceptualize and measure elementary-aged Spanish-English DLLs' vocabulary knowledge.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association</pub><pmid>33237842</pmid><doi>10.1044/2020_LSHSS-20-00031</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0002-6068-9044</orcidid><orcidid>https://orcid.org/0000-0001-7185-7093</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Analysis Bilingual education Bilingual Students Bilingualism Child Child Language Comprehension Concept Formation Elementary School Students Elementary schools English (Second Language) English as a second language English language Equal Education Expressive Language Female Grade 1 Grade 2 Grade 4 Hispanic or Latino - education Hispanic or Latino - psychology Humans Knowledge Language Language acquisition Language Proficiency Language Skills Language Tests Learning Limited English Speaking Linguistics Literacy Longitudinal Studies Low income groups Male Monolingualism Multilingualism Preschool Children Reading Skills Receptive Language Responses School districts Schools Scores Scoring Spanish language Spanish Speaking Students Trends Urban Schools Vocabulary Vocabulary Development Vocabulary learning Vocabulary Skills |
| title | Comparing Vocabulary Knowledge Conceptualizations among Spanish-English Dual Language Learners in a New Destination State |
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