ABSTRACT

Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers’ perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly managed to expand preschool dual language learners’ (DLLs) content vocabulary knowledge by building deep knowledge networks around the worlds of science and social studies even as students’ English abilities were still developing. Researchers also found a significant positive association between teachers’ social validity outcomes and DLLs’ English vocabulary outcomes of taught words, warranting further research in this area. Practice or Policy: Teacher perceptions of intervention effectiveness and usability are important and may serve as a barometer for whether teachers may be willing to both adopt and persist with intensive practices when there is a benefit for young children acquiring academic content in a second language. Results suggest, however, that customized and more responsive PD may be especially important to support teachers’ ability to facilitate analytical discussions using academic words when DLLs are in the beginning stage of English language production.

摘要

研究成果: 一项社会效度测量用于检查 56 名双语学前教师在双语课程模型中对讲西班牙语的学龄前儿童 (N = 334) 实施的交互式共享书籍阅读词汇干预的看法和可接受性。社会效度结果表明，双语教师认为共享书籍阅读词汇方法是有效的，并且可以通过在科学和社会研究领域建立深度知识网络来扩展学龄前双语学习者 (DLL) 的内容词汇知识，即使是学生也是如此。 ' 英语能力仍在发展中。研究人员还发现，教师的社会效度结果与 DLL 的英语词汇结果之间存在显着的正相关关系，值得在该领域进行进一步研究。实践或政策：教师对干预有效性和可用性的看法很重要，可以作为衡量教师是否愿意采用和坚持强化实践的晴雨表，这对幼儿获得第二语言的学术内容有好处。然而，结果表明，当 DLL 处于英语语言生产的初始阶段时，定制和更具响应性的 PD 对于支持教师使用学术词汇促进分析讨论的能力可能尤其重要。