Teacher implementation of an individualised vocabulary intervention programme for dual language learners in a preschool classroom.

Abstract

Purpose: This study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child's diverse needs.

Method: Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children's immediate word learning was reported by teachers and word retention was measured two weeks after the intervention.

Result: Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words.

Conclusion: The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers' knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners.