ERIC Number: EJ1109197
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Development and Transfer of Vocabulary Knowledge in Spanish-Speaking Language Minority Preschool Children
Goodrich, J. Marc; Lonigan, Christopher J.; Kleuver, Cherie G.; Farver, Joann M.
Journal of Child Language, v43 n5 p969-992 Sep 2016
In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54.51 months, 54.3% male; Sample 2: N = 116, mean age = 60·70 months, 56.0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.
Descriptors: Vocabulary Development, Transfer of Training, Translation, Language Minorities, Spanish Speaking, Second Language Learning, Spanish, English (Second Language), Scoring, Predictive Validity, Receptive Language, Expressive Language, Native Language, Measures (Individuals), Preschool Children, Definitions
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation (NSF); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: REC0128970; HD060292; R305B090021