Facilitating Vocabulary Acquisition, Reaction Paper Example

Introduction

As Spanish remains a widely used language in Western, and specifically American, homes, the potentials of combining Spanish vocabulary instruction within traditional English education is explored in the discussed study. While the research was limited in volume and scope, the methodology indicates that such efforts enhance all vocabulary acquisition in children, and also promote capabilities in later bilingualism.

Knowledge Gained

While I was aware of the general benefits to learning from a dual language approach, the study reinforced my sense of how even vocabulary acquisition translates to increased learning abilities in children; for instance, the need to correlate meaning between languages, which is typically reflexive, is likely to promote more active receptivity because the child is comfortable with employing associative techniques (Lugo-Neris, Jackson, & Goldstein, 2010, p. 315). Evidence of this exponential advantage is offered by the admittedly small study.

Implications

It may be that, for students and educators, the study paves the way for an extensive revising of current educational practices in which English is the predominant subject. Research already supports that children reared in Spanish evince surprising eagerness to communicate in English, and frequently as an exercise in developing more complex forms of expression (Flood, 2003, p. 428). The bilingualism encouraged here, then, may offer both students and teachers vast arenas of opportunity to promote a mutually advantages acquisition process.

Significance

As encouraging as the study is in regard to bilingual educational advantages in early vocabulary education, I approach it cautiously because there remains an acknowledged barrier: children not proficient in either language do not benefit significantly from the dual methodology. In other words, only those children already somewhat skilled in acquisition further acquire, and feel more study must address this issue, as the bilingualism model does not appear to impact on low achievement.

Conclusion

This study most certainly adds to the knowledge base regarding the importance of applying a dual-language technique in early vocabulary instruction, as those children comfortable in either language appear to embrace the opportunities offered by the new language. This presents great opportunities for later development, and in ways beyond vocabulary acquisition. At the same time, the inescapable problem of initially fostering acquisition success in children less than proficient at it more urgently demands attention.

References

Flood, James. (2003). Handbook of Research on Teaching the English Language Arts. New York: Psychology Press.

Lugo-Neris, Mirza J., Jackson, Carla Wood, & Goldstein, Howard. (2010). Facilitating Vocabulary Acquisition of Young English language Users. Language, Speech, and Hearing Services in Schools, 41, 314-327.