Teaching and learning vocabulary in context: Examining engagement in three prekindergarten French classrooms

Abstract

Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments of student learning. Results showed that students of all ability levels were able to learn French vocabulary, although students’ scores varied across the three classrooms. Assessment results were highest in the classroom in which students received the most opportunities for repetition, engagement, and use of language in context where meaning was constructed through a community of practice. Implications of this study highlight the importance of the teacher and student engagement and the role of meaningful input.

Making exemption the exception, not the rule: Inclusion of all students in foreign language education

“…This indicates that the initial gap between the groups in terms of L1 scores was not significant. These findings show that participants were able to navigate vocabulary in both languages, as supported by the findings of the study conducted by Hambly and Fombonne (2014) and Peker et al (2018), without evidence of L2 interference on L1 vocabulary. These findings support previous research indicating that students can experience success in L1, specifically in oral language skills (Kaushanskaya et al, 2011) and cross‐linguistic skills (Abu‐Rabia & Bluestein‐Danon, 2012; Andreaou et al, 2018; Andreou & Segklia, 2017, 2019), when coupled with success in L2.…”

“…In fact, research has shown that students with disabilities are able to acquire more than one language (Bruck, 1982; Crutcheley et al, 1997). In addition, recent study findings indicated that students with special needs could be successful with appropriate accommodations and teaching methods (Andreou & Segklia, 2019; Camilleri et al, 2014; Genesee et al, 2004; Peker et al, 2018; Regalla & Peker, 2015, 2016, 2017, 2018; Sparks, 2009). Some research has focused on the use of the L1 as a support for students with special needs learning an L2 (Simon‐Cereijido & Gutierrez‐Clellen, 2014) while other studies have focused on instructional methods, such as multisensory learning, that benefit students with special needs (Peker et al, 2018; Schneider & Evers, 2009; Sparks et al, 1998).…”

“…In addition, recent study findings indicated that students with special needs could be successful with appropriate accommodations and teaching methods (Andreou & Segklia, 2019; Camilleri et al, 2014; Genesee et al, 2004; Peker et al, 2018; Regalla & Peker, 2015, 2016, 2017, 2018; Sparks, 2009). Some research has focused on the use of the L1 as a support for students with special needs learning an L2 (Simon‐Cereijido & Gutierrez‐Clellen, 2014) while other studies have focused on instructional methods, such as multisensory learning, that benefit students with special needs (Peker et al, 2018; Schneider & Evers, 2009; Sparks et al, 1998). There is also research evidence that inclusion of special needs students in L2 classes promotes confidence and positive attitudes towards language learning (Joy & Murphy, 2012) as well as overall linguistics skills (Andreou & Segklia, 2019).…”

“…Students with special needs “are exempted from foreign language study solely because they have been diagnosed as having special learning needs” (Wight, 2015, p. 39). The question as to whether or not there are valid reasons for continuing with the practice of exemptions must be explored, considering students with special needs can be successful in foreign language classes when appropriate teaching methods and multimodal instruction are provided (Andreou & Segklia, 2019; Peker et al, 2018; Regalla & Peker, 2017, 2018; Sparks, 2009).…”

Carol Griffiths’in Lessons From Good Learners Adlı Kitabı Üzerine Betimsel Bir İnceleme Yazısı

“…The next step would be providing different types of teaching for students with different types of aptitude, and excusing students with low aptitude from language instruction. However, the last recommendation is against the notions that have been trending nowadays (Peker, Regalla, & Cox, 2018;Wight, 2015). Excluding learners from foreign language instruction is not a solution because education is becoming more and more inclusive especially with an increase in globalization and refugee movements all around the world.…”