Effects of a supplemental spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools

Maria Restrepo, Anny P. Castilla, Paula J. Schwanenflugel, Stacey Neuharth-Pritchett, Claire E. Hamilton, Alejandra Arboleda

Research output: Contribution to journalArticle

35 Citations (Scopus)

Abstract

Purpose: The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Method: Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Results: Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. Discussion and Clinical Implications: The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Original languageEnglish (US)
Pages (from-to)3-13
Number of pages11
JournalLanguage, Speech, and Hearing Services in Schools
Volume41
Issue number1
DOIs
StatePublished - Jan 1 2010

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speaking
Language
language
language instruction
Spanish language
instruction
classroom
Vocabulary
Oral Language
Grammaticality
Sentence Length
English-only
small group
English language
Reading
vocabulary
Analysis of Variance
Students
knowledge
Subordination

Keywords

  • Complexity
  • Grammaticality
  • Intervention
  • Sentence length
  • Spanish

ASJC Scopus subject areas

  • Linguistics and Language
  • Speech and Hearing
  • Language and Linguistics

Cite this

Effects of a supplemental spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. / Restrepo, Maria; Castilla, Anny P.; Schwanenflugel, Paula J.; Neuharth-Pritchett, Stacey; Hamilton, Claire E.; Arboleda, Alejandra.

In: Language, Speech, and Hearing Services in Schools, Vol. 41, No. 1, 01.01.2010, p. 3-13.

Research output: Contribution to journalArticle

Restrepo, Maria ; Castilla, Anny P. ; Schwanenflugel, Paula J. ; Neuharth-Pritchett, Stacey ; Hamilton, Claire E. ; Arboleda, Alejandra. / Effects of a supplemental spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. In: Language, Speech, and Hearing Services in Schools. 2010 ; Vol. 41, No. 1. pp. 3-13.
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