Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies

Na Young Kong, Nicole Hurless

Research output: Contribution to journalReview articlepeer-review

7 Scopus citations

Abstract

Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.

Original languageEnglish (US)
Pages (from-to)17-29
Number of pages13
JournalTopics in Early Childhood Special education
Volume43
Issue number1
DOIs
StatePublished - May 2023
Externally publishedYes

Keywords

  • dual-language learners
  • emergent bilingual
  • research synthesis
  • vocabulary instruction
  • young children

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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