English Language Use in Bilingual Primary Schools: The Relation between Teacher Input and Children’s Vocabulary Knowledge

Abstract

This study examined the relation between Dutch pupils’ (age 6-7) vocabulary knowledge in English and their classroom-based English input provided by teachers. Using video-recorded observations of nine Bilingual Primary Education classrooms during English language instruction, teachers´ (N = 9) speech was transcribed and coded for lexical diversity, lexical sophistication, and syntactic complexity. Children’s (N = 241) receptive vocabulary skills were assessed using the Peabody Picture Vocabulary Test. Results showed variation in children’s vocabulary skills and teachers’ language use. Bayesian hierarchical linear models revealed that after controlling for children’s language scores in kindergarten and demographics, children’s receptive vocabulary skills were positively related to teachers’ use of diverse words and complex syntax, but not to teachers’ total amount of talk. These findings suggest that exposure to high-quality classroom-based English promotes vocabulary learning of Dutch children enrolled in bilingual programs.