Supporting Vocabulary Development in Latino Preschoolers: Cultural and Linguistic Considerations
Abstract
This chapter examines factors impacting vocabulary development in preschool dual language learners, providing a cultural and linguistic perspective on vocabulary instruction in this population. Through a multidisciplinary review of the research literature, instructional strategies that can support vocabulary development in this population are identified. The chapter concludes with a detailed illustration of how these strategies can be incorporated into a culturally linguistically responsive vocabulary approach for Latino preschoolers.
Keywords
Acknowledgements
Acknowledgment
This research was partially supported by Grant Number 90YR005001 to the author from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. This chapter is based on a section of Dr. Méndez’ dissertation work and has been significantly developed with further research and findings. The original dissertation is available here: Méndez, L. I. (2012). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners. Doctoral dissertation. Retrieved from ProQuest Dissertations and Theses (Accession Order No. 3549637).
Citation
Méndez, L.I. (2014), "Supporting Vocabulary Development in Latino Preschoolers: Cultural and Linguistic Considerations", Early Childhood and Special Education (Advances in Early Education and Day Care, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 45-67. https://doi.org/10.1108/S0270-402120140000018003
Publisher
:Emerald Group Publishing Limited
Copyright © 2014 Emerald Group Publishing Limited