Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students

Baker, Doris Luft; McCoach, Betsy; Ware, Sharon; Coyne, Michael D.; Rattan, Susan M.

doi:10.1080/13670050.2021.1908219

Cited by 3 publications

(22 citation statements)

References 24 publications

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“…Five studies were individually randomised studies (Goodrich 2013;Pérez 2019;Rogde 2016;Thordardottir 2015;Verhallen 2006). Seven studies used cluster-randomised designs; six were clustered at the classroom level (Baker 2022;Chen 2018;Hermanns 2011;Pollard-Durodola 2016;Spencer 2020), and one at the school level (Tong 2008).…”

Section: Methodsmentioning

confidence: 99%

“…Seven studies were conducted in the USA (Baker 2022;Goodrich 2013;Hermanns 2011;Pérez 2019;Pollard-Durodola 2016;Spencer 2020;Tong 2008), two in Norway Rogde 2016), one in Canada (Thordardottir 2015), one in the Netherlands (Verhallen 2006), and one in China (Chen 2018).…”

Section: Locationmentioning

confidence: 99%

“…The second language (L2; i.e. the language of the vocabulary interventions) was English in seven studies (Baker 2022;Goodrich 2013;Hermanns 2011;Pérez 2019;Pollard-Durodola 2016;Spencer 2020;Tong 2008), Norwegian in two studies Rogde 2016), French in one study (Thordardottir 2015), Dutch in one study (Verhallen 2006), and Chinese in one study (Chen 2018).…”

Section: First and Second Languagementioning

confidence: 99%

“…Seven of the 12 studies used results from a language screening or the previous identification of low language proficiency to select the children who were eligible to participate (Baker 2022;Pérez 2019;Pollard-Durodola 2016;Spencer 2020;Thordardottir 2015;Tong 2008;Verhallen 2006). The studies reported di erent eligibility criteria.…”

Section: Language Skills As Eligibility Criteriamentioning

confidence: 99%

“…The remaining studies did not report whether they included scripts. Six studies described the intervention as a curriculum (Baker 2022;Chen 2018;Goodrich 2013;Pollard-Durodola 2016;Spencer 2020;Tong 2008).…”

Section: Elements Of Explicit Vocabulary Instructionmentioning

confidence: 99%

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Vocabulary interventions for second language (L2) learners up to six years of age

Hjetland

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Cochrane Database of Systematic Reviews

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Section: Methodsmentioning

confidence: 99%

Section: Locationmentioning

confidence: 99%

Section: First and Second Languagementioning

confidence: 99%

Section: Language Skills As Eligibility Criteriamentioning

confidence: 99%

Section: Elements Of Explicit Vocabulary Instructionmentioning

confidence: 99%

See 3 more Smart Citations

Vocabulary interventions for second language (L2) learners up to six years of age

Hjetland

Hofslundsengen

Klem

et al. 2023

Cochrane Database of Systematic Reviews

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show abstract

A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Sönmez

2023

European Journal of Applied Linguistics

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In the research, the effect of adverse teaching conditions on the Turkish listening comprehension, speaking, written expression, and reading comprehension skills of bilingual students was investigated. In the study, some indicators of the basic language skills of bilingual children were examined according to the multi-grade classroom and COVID-19 factors. The universe of the study is bilingual children studying in multi-grade classrooms of primary education in Muş province. The population is made up of sixty-nine third and fourth-year students from four different primary schools. Three questions were analyzed: (1) What is the level of students’ listening comprehension, speaking, written expression, and reading comprehension skills? (2) How is the effect of independent variables (gender, age of acquisition of Turkish, school level, parents’ education, and school) on students’ language skills? (3) How is the relationship between students’ listening comprehension, speaking, written expression, and reading comprehension skills? The study adopted a multiple-case study design. The data were collected using two rubrics and two achievement tests. Data were analyzed using descriptive statistics, multiple group comparisons, nonparametric tests, and correlation. The results revealed findings regarding participants’ listening comprehension, speaking, written expression, and reading comprehension skills. It was observed that the independent variables did not significantly affect the language skills of the participants. According to the findings, students’ language indicators of written expression are weak and relatively inadequate. Alike students’ language indicators of reading comprehension are partially inadequate. On the other hand, the indicators in speaking and listening comprehension skills were observed to be good but partially insufficient. The results show that the performance of bilingual students in multi-grade classrooms on Turkish language indicators observed during the COVID-19 outbreak is not at an adequate level completely.

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Effects Of COVID-19 Pandemic on Bilingual Students' L2 Basic Language Skills

Sönmez

2022

AEAD

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This study investigated the effect of adverse learning conditions (the COVID-19 pandemic and multi-grade classrooms) on bilingual students' L2 (Turkish) speaking, listening, reading, and writing skills. The study looked into the basic language skills of bilingual children who have been receiving education in multi-grade classrooms during the COVID-19 pandemic. Method: The sample consisted of 69 third- and fourth-grade students from four primary schools. The study sought answers to three questions: (1) What level of speaking, writing, reading, and listening skills do students have (2) How do independent variables (gender, the age of Turkish acquisition, grade level, parents’ education, and school) affect students’ language skills (3) What kind of relationship is there between students’ speaking, writing, reading, and listening skills. The study adopted a multiple case study design. Data were analyzed using nonparametric tests, correlation, and multiple group comparisons. Findings The results revealed findings regarding participants’ speaking, reading, and listening skills. The independent variables did not affect participants’ language skills. The results showed that participants had below-average L2 speaking, listening, reading, and writing skills. The results indicate that bilingual students in multi-grade classrooms have low L2 language skills during the COVID-19 pandemic. And The results indicate that bilingual students in multi-grade classrooms in the schools in the rural areas of Turkey have significant gaps in their L2 language skills.

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Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students

Cited by 3 publications

References 24 publications

Vocabulary interventions for second language (L2) learners up to six years of age

Vocabulary interventions for second language (L2) learners up to six years of age

A case study examining the Turkish language skills of bilingual children according to adverse teaching conditions

Effects Of COVID-19 Pandemic on Bilingual Students' L2 Basic Language Skills

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