Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners
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| Title: | Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners |
|---|---|
| Language: | English |
| Authors: | Rivera Pérez, Jean F., Creaghead, Nancy A., Washington, Karla, Guo, Ying, Raisor-Becker, Lesley, Combs, Sandra |
| Source: | Communication Disorders Quarterly. Nov 2019 41(1):3-11. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Computer Assisted Instruction, Speech Language Pathology, English Language Learners, English (Second Language), Second Language Learning, Spanish, Vocabulary Development, Audio Equipment, Preschool Children, Bilingual Education, Bilingual Students, Federal Programs, Early Childhood Education, School Readiness, Monolingualism, Hispanic American Students, Native Language |
| DOI: | 10.1177/1525740118819659 |
| ISSN: | 1525-7401 |
| Abstract: | This research investigates the effectiveness of using a child's first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish-English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish-English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish-English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1230640 |
| Database: | ERIC |
| Abstract: | This research investigates the effectiveness of using a child's first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish-English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish-English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish-English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP. |
|---|---|
| ISSN: | 1525-7401 |
| DOI: | 10.1177/1525740118819659 |
