This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K-6 students in both English and their home languages. Georgia Earnest García shares innovative instructional strategies for students with different language backgrounds in multiple settings--bilingual/ESL classrooms,…

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results…

The appropriate amount of first language (L1) and second language (L2) to use in L2 learning has been constantly debated (e.g., Cummins, 2007; Hall & Cook, 2012). This study situates the debate of L1 and L2 use in the context of vocabulary learning from reading. By examining the potential moderating factors on the comparison of L1 and L2…

This study aims to investigate Indonesian senior high school teachers' perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured…

In the United States, the number of dual language learners has rapidly increased, requiring essential instructional support, especially for young children. Without the intentional teaching of academic vocabulary, academic words are not incorporated into the repertoire of emergent bilingual children (EBC). A recent systematic review of vocabulary…

Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which…

Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed…

Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning. Methods: A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling…

Codeswitching is a common feature of bilingual language practices, yet its impact on word learning is poorly understood. Critically, processing costs associated with codeswitching may extend to learning. Moreover, verbs tend to be more difficult to learn than nouns, and the challenges of learning verbs could compound with processing costs…

While it has been shown that socioeconomic status (SES) is important for children's literacy development in their first language (L1), less is known about its association with reading in a second language (L2). The present study examined the different effects of SES on the acquisition of reading in Chinese as L1 and English as L2 from ages 7 to…

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…

In the present study, we aimed to compare reading-writing relations between first-grade Native English Speakers (NESs) and English Language Learners (ELLs). Thirty-four ELLs and 35 NESs completed measures of receptive and expressive vocabulary, lexical-level reading (word reading) and writing (spelling), and discourse-level reading (reading…

In this study, we examined the effect of previewing unfamiliar vocabulary on the real-time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within-participant manipulation, definitions of the pseudowords were either previewed…

The current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral…

Vocabulary learning is vital for second language development, and the use of technology has greatly changed how second language vocabulary can be acquired. Some adventure video games were found to be beneficial for vocabulary learning. These games offer engaging plots, rich input, and immersive learning context. Despite these advantages, many…