Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.
Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.
复制标题
小学双语学习者西班牙语-英语概念评分词汇的发展模式。
DOI：
10.1044/2020_jslhr-20-00056
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Pokowitz,ElenaLauren
中科院分区：
文献类型：
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作者：
Mancilla-Martinez,Jeannette;Hwang,JinKyoung;Oh,MinHyun;Pokowitz,ElenaLauren
目的在美国，来自西班牙语家庭的小学年龄的双语学习者（dll）通常被认为有西班牙语和英语词汇量不足的风险。本纵向研究考察了来自西班牙语低收入家庭的非母语儿童在概念上得分的接受性和表达性词汇发展，并调查了概念上得分的语言反应模式。方法对美国东南地区幼儿园和二年级的118名学生进行连续3年的跟踪调查，并对其接受性和表达性概念得分词汇进行评估。结果使用原始分数的个人成长模型显示，随着时间的推移，词汇量的增长是积极的，相对于国家标准，其表现高于平均水平。然而，初始概念得分的接受性词汇得分高于概念得分的表达性词汇得分。此外，与国家标准相比，dll在概念上得分的接受性词汇（而非表达性词汇）增长率更快。最后，dll的语言反应模式显示，随着时间的推移，他们越来越倾向于使用英语，但西班牙语一直使用到四年级。结论研究结果反驳了语言缺陷驱动的词汇技能观点，强调了概念词汇评分方法在评估小学阶段语言障碍词汇发展方面的作用，可以更全面地解释他们为学习带来的语言资产。
PurposeElementary-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.MethodDLLs 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.ResultsIndividual growth modeling, using raw scores, revealed positive vocabulary growth over time, withabove averageperformance 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.ConclusionResults 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.