Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728390
Title: Facilitating vocabulary acquisition of dual language learners with interactive bilingual books : exploratory randomised field trail
Author: Parniewicz, Slawomir Bernard
ISNI:       0000 0004 6499 9116
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2017
Availability of Full Text:
Full text unavailable from EThOS. Thesis embargoed until 01 Feb 2020
Abstract:
Underdeveloped vocabulary is the main obstacle for Dual Language Learners' reading comprehension (DLLs). The existing research provides clear recommendations for developing vocabulary of monolingual children. However, the research on DLLs is limited. There is a lacuna of information on employing DLLs’ parents as providers of lexica, instruction. This study examined the feasibility and effectiveness of a linguistically and culturally responsive program designed to develop the English vocabulary of Polish DLLs in Northern Ireland. The study was designed as a pragmatic Randomised Controlled Trial (RCT). The participants of the study were 48 children (age 4 to 6) and their parents. The study was a home-based program with parents as providers of the instruction. Children in the treatment group (n = 24) were exposed to a 10-week, semi-structured vocabulary intervention package based on 10 researcher-created interactive bilingual books. The intervention incorporated several empirically-validated instructional methods, which were delivered during storybook readings and supplemental vocabulary activities. The program targeted English Tier 2 vocabulary. The intervention package was tailored to participants’ language competency and literacy skills. Parents received one-to-one training to develop their theoretical knowledge and practical tutoring skills. The primary outcomes were gains in knowledge of 50 target words measured by Researcher-Designed Target Vocabulary Instrument (RDTVI). Investigation of the home literacy environment, language exposure, socioeconomic status, and baseline receptive vocabulary in Polish and English provided insight into the factors moderating lexical development. The study investigated parental self-efficacy in teaching English vocabulary to their children. The effectiveness of the study was also evaluated through the lens of treatment integrity and treatment acceptability. Qualitative data in the form of semi-structured interviews and fieldnotes provided supplementary information on the intervention package.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.728390  DOI: Not available
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