Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers

Abstract This study examined teachers’ (n = 29) linguistic and social cues and the vocabulary skills of Dual Language Learners (DLLs) and their English-only peers (5- to 6-year-olds; n = 226). Videotaped observations of classrooms serving high numbers of children from low-income and ethnic-minority backgrounds were coded for syntactic complexity (linguistic cues) and gestures (social cues). Students’ expressive vocabulary was measured in kindergarten (fall, spring); receptive vocabulary was used to determine risk status. Results revealed that, controlling for fall scores, teachers’ syntactic complexity positively predicted spring scores for DLLs and EO students. Follow up analyses revealed that teachers’ syntactic complexity positively predicted spring scores for children not at risk for language and literacy difficulties. Gestures also positively predicted students’ vocabulary outcomes. Findings suggest that the classroom language environment can be experienced as promoting to the extent it provides responsive language support for word learning.

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