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Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners.

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Title: Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners.
Authors: Pérez, Jean F. Rivera1 j.riveraperez@tcu.edu, Lund, Emily1, Abdelaziz, Mariam2, Regalado-Lee, Alice1
Source: Language, Speech & Hearing Services in Schools. Apr2026, Vol. 57 Issue 2, p386-405. 20p.
Subject Terms: *Reading, *Communicative competence, *Multilingualism, *Pre-tests & post-tests, *Computer assisted instruction, *Vocabulary, *Language acquisition, *Inter-observer reliability, Grammar, Logistic regression analysis, Questionnaires, Odds ratio, Spanish language, English language, Confidence intervals
Abstract: Purpose: This study examines the preliminary efficacy of the Computer-Assisted Bilingual Vocabulary Instruction (CABVI) program in promoting Spanish and English vocabulary acquisition among dual language learners (DLLs). It also investigates the impact of the language of instruction on receptive, naming, and definition vocabulary outcomes in both languages. Method: Twenty-one Spanish-speaking preschoolers were randomly assigned to one of three conditions: bilingual CABVI Spanish-English (n = 8), CABVI English-only (EI; n = 7), or business-as-usual (BAU; n = 6). CABVI included audio prompting, interactive storybook reading, and word-focused activities targeting 37 words through explicit instruction. Vocabulary gains were assessed through receptive, naming, and definition tasks at pretest, posttest, and 6-week follow-up. Logistic regression models examined the effects of condition, language, and time on target and implicit (indirect) vocabulary. Results: Bilingual CABVI significantly improved direct (target) Spanish vocabulary across all tasks compared to the EI and BAU groups. Both intervention groups demonstrated comparable improvements in English vocabulary. Implicit vocabulary gains were similar across bilingual and EI groups. Gains in both languages were maintained at follow-up. Conclusions: Bilingual CABVI provides a structured framework to support DLLs' vocabulary development and may serve as a resource for monolingual English-speaking clinicians. Results indicate the potential of technology-based bilingual approaches to improve language learning and guide clinical practices supporting DLLs' linguistic needs. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Purpose: This study examines the preliminary efficacy of the Computer-Assisted Bilingual Vocabulary Instruction (CABVI) program in promoting Spanish and English vocabulary acquisition among dual language learners (DLLs). It also investigates the impact of the language of instruction on receptive, naming, and definition vocabulary outcomes in both languages. Method: Twenty-one Spanish-speaking preschoolers were randomly assigned to one of three conditions: bilingual CABVI Spanish-English (n = 8), CABVI English-only (EI; n = 7), or business-as-usual (BAU; n = 6). CABVI included audio prompting, interactive storybook reading, and word-focused activities targeting 37 words through explicit instruction. Vocabulary gains were assessed through receptive, naming, and definition tasks at pretest, posttest, and 6-week follow-up. Logistic regression models examined the effects of condition, language, and time on target and implicit (indirect) vocabulary. Results: Bilingual CABVI significantly improved direct (target) Spanish vocabulary across all tasks compared to the EI and BAU groups. Both intervention groups demonstrated comparable improvements in English vocabulary. Implicit vocabulary gains were similar across bilingual and EI groups. Gains in both languages were maintained at follow-up. Conclusions: Bilingual CABVI provides a structured framework to support DLLs' vocabulary development and may serve as a resource for monolingual English-speaking clinicians. Results indicate the potential of technology-based bilingual approaches to improve language learning and guide clinical practices supporting DLLs' linguistic needs. [ABSTRACT FROM AUTHOR]
ISSN:01611461
DOI:10.1044/2025_LSHSS-25-00066