Open AccessComparing Vocabulary Knowledge Conceptualizations Among Spanish–English Dual Language Learners in a New Destination State
Author(s) -
Min Hyun Oh,
Jeannette Mancilla-Martinez
Publication year - 2021
Publication title -
language, speech and hearing services in schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.097
H-Index - 69
eISSN - 1558-9129
pISSN - 0161-1461
DOI - 10.1044/2020_lshss-20-00031
Subject(s) - vocabulary , psychology , neuroscience of multilingualism , dual language , literacy , language proficiency , bilingual education , vocabulary development , linguistics , mathematics education , pedagogy , teaching method , philosophy , neuroscience
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 (a) 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 (b) 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.