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Measuring English Narrative Microstructure in Preschool Dual Language Learners
Elizabeth A Runnion1, Melissa Pierce2, Maria Adelaida Restrepo2
1Nazareth College, Rochester, NY.
Language, Speech, and Hearing Services in Schools
|March 10, 2022
Summary
Preschool Spanish-English dual language learners improved English microstructure, with typical development (TD) children showing greater gains than those with developmental language disorder (DLD). Both groups need explicit instruction in verbs, nouns, and modifiers.
Area of Science:
- Linguistics
- Developmental Psychology
- Education
Background:
- Preschool Spanish-English dual language learners (DLLs) face unique linguistic challenges.
- Understanding their English language development is crucial for effective educational support.
Purpose of the Study:
- To examine changes in English microstructure features in preschool Spanish-English DLLs.
- To compare these changes based on language ability: typical development (TD) versus developmental language disorder (DLD).
Main Methods:
- Collected English narratives from 44 Spanish-English DLLs (22 TD, 22 DLD) in Head Start.
- Analyzed English microstructure using the Narrative Assessment Protocol at the beginning and end of the school year.
Main Results:
- Both TD and DLD groups improved overall English microstructure.
- TD children made greater gains than DLD children.
- Phrase and sentence structure improved in both groups, with larger gains in TD children. Verb, noun, and modifier use did not change significantly.
Conclusions:
- Spanish-English DLLs may require explicit instruction in verbs, nouns, and modifiers during their first year of English exposure.
- Preschoolers with DLD may benefit from targeted instruction in phrase structure development.
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