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“What are the Effects of Native Language Use During One-to-One Direct Vocabulary Intervention with Beginning-Level 4th Grade ELLs on English Vocabulary Acquisition?"
Conclusion
Conclusion
Comparing the data sets from the baseline (which only utilized English language instruction) and the assessment (which introduced Spanish language intervention) analysis supports the notion that native language use during one-to-one direct vocabulary intervention with Entering and Emerging ELLs is beneficial for English vocabulary acquisition. For both learners, there was a decrease in the time it took to recognize and an increase in the comprehension of each word when Spanish instruction was implemented. Learners also showed signs of confidence working with the vocabulary through their interview responses and time-on-task, which is an integral part of new language acquisition and use. They showed eagerness to learn English and excitement to work one-on-one with the vocabulary cards.
Limitations of this Study
Limitations of this Study
This study was conducted during a typical school day in moments where the learners were not taking part in lessons. This included the morning, right after lunch, or right after specials in transition times. Therefore, the learners were not separated from their friends who sometimes would distract them. As well, during transition times it is common for learners not to have their full focus on the task at hand (since they were just expending the mental energy on a completely different task).
Due to my position as a substitute teacher, I was not in the classroom daily to conduct my research. Therefore, this study was conducted sporadically over a period of two months.
I am not fluent in Spanish, therefore, the native language supports that I was providing were specific words and simple sentences. I used the Spanish-English translator apps and other learners at moments to translate when we needed clarification.
future work
future work
As aforementioned, since I was not able to be in the room daily with the learners to conduct this study, I did not get to all 50 words that I had set out to discuss. In the future, I plan to provide the same direct vocabulary instruction to gain an understanding of the remainder of these 50 words as well as beyond. The learners enjoy our time together as do I. I look forward to continuing our sessions and supporting my mentor teacher with these learners' English language acquisition in mind.
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