Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade ( N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive—but not expressive—vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.

中文翻译：

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小学双语学习者西班牙语-英语概念评分词汇的发展模式

目的来自美国西班牙语家庭的小学生双语学习者 (DLL) 通常被认为面临西班牙语和英语词汇量较低的风险。这项纵向研究对来自西班牙语低收入家庭的 DLL 的接受性和表达性词汇发展进行了概念评分，并调查了对概念评分措施的语言反应模式。 方法幼儿园和二年级的 DLL（氮= 118) 对在美国东南部地区上学的学生进行了连续三个学年的跟踪调查，并根据接受性和表达性概念评分词汇量进行了评估。 结果使用原始分数的个人成长模型揭示了随着时间的推移词汇量的积极增长，高于平均水平相对于国家标准的性能。然而，最初的接受性词汇概念得分高于表达性词汇概念得分。此外，与国家标准相比，DLL 的接受性（而非表达性）词汇增长速度在概念上更快。最后，DLL 的语言反应模式显示，随着时间的推移，人们开始更多地使用英语，但西班牙语一直持续到四年级。 结论结果与关于 DLL 词汇技能的缺陷驱动观点相矛盾，并强调了概念评分词汇测量的实用性，用于评估小学年龄 DLL 的词汇发展，以更全面地考虑他们为学习带来的语言资产。