Multifaceted vocabulary instruction in second-grade dual-immersion classes: quantitative findings

This article reports on a formative experiment involving the implementation of long-term multifaceted vocabulary instruction in second-grade Spanish-English dual-immersion classes. The findings indicate that students in the second year of the project showed accelerated growth in English vocabulary k...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2021-11, Vol.114 (6), p.537-549
Main Authors: Manyak, Patrick C., Kappus, Ellen M.
Format: Article
Language:English
Subjects:
Bilingual Education
Bilingualism
Educational Quality
Elementary school
Elementary School Students
emergent bilinguals
English
English Language Learners
formative experiment
Grade 2
Grade 3
Hispanic American Students
Immersion Programs
Language acquisition
Language Skills
Native Speakers
Program Effectiveness
Spanish
Spanish language
Vocabulary Development
Vocabulary instruction
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Summary:This article reports on a formative experiment involving the implementation of long-term multifaceted vocabulary instruction in second-grade Spanish-English dual-immersion classes. The findings indicate that students in the second year of the project showed accelerated growth in English vocabulary knowledge in comparison to the norming sample of a standardized vocabulary test, and a comparison of gain scores from Year 1 (minimal treatment) and Year 2 (full treatment) on this measure further demonstrated the benefits of the full treatment condition. In addition, although the Latinx emergent bilingual students scored considerably lower than the native English-speaking students, the emergent bilinguals showed accelerated growth of nearly a half of a standard deviation from fall to spring in comparison to the native English speakers. The authors conclude by discussing the significance of the findings, particularly given the widely recognized and urgent need for programs that will accelerate the English language development of emergent bilinguals.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2021.1993438