The Development of Bilingual Narrative Retelling Among Spanish–English Dual Language Learners Over Two Years Purpose This exploratory study investigates the development of oral narrative retell proficiency among Spanish–English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently. Method Oral narrative retell assessments were conducted with children who spoke Spanish ... Research Article
Newly Published
Research Article  |   May 25, 2018
The Development of Bilingual Narrative Retelling Among Spanish–English Dual Language Learners Over Two Years
 
Author Affiliations & Notes
  • Audrey Lucero
    College of Education, University of Oregon, Eugene
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication. ×
  • Correspondence to Audrey Lucero: alucero@uoregon.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Patrick Proctor
    Editor: Patrick Proctor×
Article Information
Cultural & Linguistic Diversity / Newly Published / Research Article
Research Article   |   May 25, 2018
The Development of Bilingual Narrative Retelling Among Spanish–English Dual Language Learners Over Two Years
Language, Speech, and Hearing Services in Schools, Newly Published. doi:10.1044/2018_LSHSS-17-0152
History: Received December 15, 2017 , Revised February 9, 2018 , Accepted February 27, 2018
 
Language, Speech, and Hearing Services in Schools, Newly Published. doi:10.1044/2018_LSHSS-17-0152
History: Received December 15, 2017; Revised February 9, 2018; Accepted February 27, 2018

Purpose This exploratory study investigates the development of oral narrative retell proficiency among Spanish–English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently.

Method Oral narrative retell assessments were conducted with children who spoke Spanish at home and were enrolled in a dual language immersion program (N = 12) in the spring of kindergarten and second grade. Retells were transcribed and coded for vocabulary and grammar at the microlevel (Miller, 2012) and story structure at the macrolevel (Heilmann, Miller, Nockerts, & Dunaway, 2010).

Results In microstructure paired-sample t tests, children showed significant improvements in vocabulary in both languages (Spanish total number of words η2 = .43, Spanish number of different words η2 = .44, English total number of words η2 = .61, English number of different words η2 = .62) but not grammar by second grade. At the macrostructure level, children showed significantly higher performance in English only (English narrative scoring scheme η2 = .47).

Conclusions The finding that children significantly improved in vocabulary in both languages but in overall story structure only in English suggests that discourse skills were being facilitated in English whereas Spanish discourse development may have stagnated even within a dual language immersion program. Results contribute to what is currently known about bilingual oral narrative development among young Spanish speakers enrolled in such programs and can inform assessment and instructional decisions.

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