Incidental Vocabulary Learning From Educational Media: Explicit Scaffolds on Screen Support Preschool-Aged Dual Language Learners

• In Event: Current Issues in Vocabulary Learning: Technology, Writing, and Supporting ENLs

Abstract

This paper examines the potential of educational media to incidentally provide preschool-aged dual language learners (DLLs) with vocabulary in a new language. Drawing from dual-coding theory, this study investigated how three distinct instructional contexts on screen might facilitate L2 incidental vocabulary development. Adopting a within-subjects design, 50 DLLs aged 52.52 months watched nine two-minute video clips in counterbalanced fashion. Pre-study measures included the PPVT-4 and a vocabulary screening. Post-study measures included a 45-item word identification and word meaning assessment. Findings indicate that instructional contexts were differentially facilitative in helping DLLs identify words in a new language, F(1, 47)=11.003, p=.002. More specifically, the Expository and Participatory contexts scaffolded word identification better than the Narrative context. Implications on virtual learning are discussed.

Authors

• Kevin M. Wong, Pepperdine University

• Rachel M Flynn, Northwestern University

• Susan B. Neuman, New York University