Vocabulary development trajectories of an emergent bilingual child: linguistic, instructional, and socio-interactional perspectives in preschool
Çift dillilik gelişim sürecinde olan bir çocuğun kelime gelişimi yörüngeleri: Okul öncesi dönemde dilbilimsel, öğretimsel ve sosyo-etkileşimsel perspektifler
- Tez No: 739878
- Danışmanlar: PROF. DR. JANINA BRUTT-GRIFFLER, PROF. DR. X. CHRİSTİNE WANG, DOÇ. DR. ERİN KEARNEY
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2013
- Dil: İngilizce
- Üniversite: State University of New York at Buffalo
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Ana Bilim Dalı
- Bilim Dalı: Yabancı Dil Öğretimi Bilim Dalı
- Sayfa Sayısı: 569
Özet
Karma yöntemle yürütülen bu tez çalışması çift dil edinme sürecinde olan göçmen çocukların okul öncesi dönemde kelime dağarcığı gelişim yörüngelerini; dil becerileri, akranlar arası sosyal-etkileşim davranışları ve erken okuryazarlık pedagojik uygulamaları boyutlarında çeşitli veri toplama yöntemleri kullanarak bir senelik yoğun bir saha çalışması kapsamında araştırmıştır. Çalışma bulguları 4-5 yaş dönemi kelime dağarcığı gelişiminde iki dil arası transferin, kelimelerin fonolojik ve semantik özelliklerinin, değişen dil yetkinliklerine göre akran etkileşimi dinamiklerinin ve öğretmenin erken okuryazarlığı destekleme yöntemlerinin kelime öğrenme sürecindeki etkilerini çok boyutlu şekilde ortaya koymaktadır. Bulgular ayrıca göçmen çocukların dil gelişiminin odaklı erken müdahale programları çerçevesinde desteklenmesi gerekliliğine işaret etmektedir.
Özet (Çeviri)
This mixed-method exploratory study investigated vocabulary development trajectories of an emergent bilingual child who was an English language learner (ELL) in a Universal Pre-K classroom. The focal child was born to an immigrant family from Turkey. The dominant home language was Turkish (L1). Despite two years of environmental exposure, preschool classroom was the first instructionally-mediated context in which he was systematically exposed to the English language (L2). Investigation began when he started preschool at 4:5 years of age and ended when he finished at 5:1 years of age. Thus, the child's vocabulary development was examined longitudinally across 9 months of preschool year. Grounded in sociocultural theory of learning (Vygotsky, 1978) and supported by the MOM framework for language acquisition (Kohnert, 2009), the study investigated trajectories of vocabulary development from three major perspectives: (1) linguistic, (2) instructional, and (3) socio-interactional. The linguistic perspective examined the general vocabulary trajectories, frequency of vocabulary learning and production, lexical category of vocabulary gains, semantic depth in word-meaning understanding, receptive/expressive vocabulary repertoire, and cross-linguistic factors that facilitated and/or hindered the process. The instructional perspective identified the effective instructional practices that promoted the child's vocabulary learning and delineated the specific features of these practices that reinforced word-meaning knowledge. The socio-interactional perspective explored the effects of incidental peer interactions and types of peer scaffolds on the focal child's vocabulary development. Data were collected through 72 classroom visits that equaled more than 100 hours of participant observation. The focal child's language use and interactions with teachers and peers were videotaped in the contexts of circle-time, teacher-guided small-group table activities, freeplay time, snack time, and field visits. The study yielded over 120 video-clips with an average length of 7 minutes. Additional data sources included pre- and post- assessments of the child's receptive (PPVT) and expressive (EVT) vocabulary knowledge, interviews with classroom teachers, parents, and the focal child, member-checking sessions with teachers, and vocabulary-related artifacts (e.g., concept word drawings). Pre-analysis work focused on generating a corpus of the child's baseline expressive lexicon in the L2 and a comprehensive word learning and production database that documented each lexical item he learned and produced throughout the year along with a variety of supporting linguistic and contextual information as to how the word occurred, the topic of interaction in which the word originated, patterns in picking up and expressively using the word, incidental word-meaning derivation inferences, pronunciation, semantic, and pragmatic aspects of word usage, and incrementality and permanency of vocabulary gains. Focalizing each word on the database as the unit of micro-level discourse analyses, the study yielded rich insights with regards to the trajectories by which the child supported his L2 vocabulary development. Linguistic Perspective: The child's vocabulary learning and production frequency gradually increased throughout the academic year; starting with a receptive period, continuing with a rapid expressive L2 development. The spring semester was marked with a vocabulary spurt during which the child's L2 productions enhanced in three primary domains: (1) pronunciation patterns, (2) morphosyntactic accuracy, and (3) semantic coherence and sophistication in vocabulary usage. The lexical composition of his expressive vocabulary repertoire was characterized by noun preponderance throughout the year. Emergence of adverb and preposition words in the expressive repertoire was the latest in developing relative to other categories. The child's semantic vocabulary development was conditioned by imageability and concreteness of words. Depth of word-meaning understanding patterns he demonstrated spanned across a continuum of no/incorrect word knowledge to complex expressive word knowledge. PPVT and EVT scores pointed to equally-developed receptive and expressive global vocabulary knowledge at the beginning of preschool, whereas the former surpassed the latter at the end of the year, rendering a receptive–expressive vocabulary gap. Cross-linguistic trajectories suggested the phenomena of lexical transfer from L1 to L2, intra-utterance and inter-utterance code-switching to fill lexical gaps, L1–L2 phoneme correspondence factoring into polysyllabic word learning and words with /θ/ and /ð/ sounds, and cognate transfer. Instructional Perspective: Explicit vocabulary instruction associated with more vocabulary gains than any other practice across the year and followed by storybook read-alouds. Yet, various sub factors impacted the processes through which these practices supported the child's vocabulary development, such as the extent to which they allowed multiple encounters with words, benefitting from prior knowledge, comparison/contrast and semantic-mapping techniques, teacher's vocabulary dramatization, and embedded explicit practices. Aside from these, interactional science-inquiry activities associated with more vocabulary gains. The child also needed visual, auditory, and kinesthetic affordances incorporated into the instructional practices so as to facilitate and promote his vocabulary learning. Socio-Interactional Perspective: Peer interactions with linguistically more competent peers was an effective avenue that furthered the child's vocabulary learning. Monolingual peers provided unintentional vocabulary scaffolds that supported vocabulary learning, such as correction, labeling an object, labeling an action, demonstration, and extension. The child took up these vocabulary scaffolds through patterns of repetition/imitation and commenting/extending. Oral language proficiency and conversational pace of peers as well as affective peer relations impacted the extent to which the child demonstrated vocabulary gains in these interactions. Overall, findings point to the complex, componential, and highly individual nature of early L2 vocabulary development, as conditioned by a variety of linguistic, instructional, and socio-interactional factors. Three perspectives examined rigorously in this study portray an in-depth and descriptive picture of the child gradually growing into a multicompetent L2 user, not only in vocabulary performance but also overall expressive language competence. Taken together, findings bespeak the remarkable developmental process this emergent bilingual child went through while acquiring a variety of competencies and building a repertoire of words in this new language. In contrast to exclusively mono-centric approaches that incommensurably juxtapose vocabulary knowledge of emergent bilinguals to monolinguals, this study presents a holistic interpretation of the multi-faceted process of early L2 vocabulary development through fine-detail investigation of the child's language use. The patterns identified in this regard offer rather contradictory insights to the research discourse that has perpetuated a deficit model of emergent bilinguals by labeling them“impaired”,“disadvantaged”and“limited”children. Broadly, the study documents the complex trajectories through which early bilingual development may unfold, and in fact, suggests the advantageous outcomes of bilingualism for young children's oral language abilities and social interactions in early childhood years (Bauer & Gort, 2012; Bialystok, 2011). Thus, this study, at the same time, supports a“bilingual turn”(Ortega, 2010; May, 2013) in the fabric of research conducted with young emergent bilingual children, and advocates an additive bilingual approach that emphasizes multiple competencies of bi/multilingual children in their processes of language development.
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