A strong vocabulary is the foundation for language acquisition and academic success. Interactive book reading (IBR), where adults engage children in conversation about books, is a proven method for building vocabulary skills. However, a new study in Flanders, Belgium, reveals a decline in IBR use as children progress through school, particularly for emergent bilingual learners who need extra support. The research sheds light on why this is happening and highlights areas for improvement in teacher education.
The research focused on pre-service teachers in Flanders, interviewing 36 individuals to understand their knowledge and beliefs about using IBR for L2 (second language) vocabulary instruction with emergent bilingual students.
Solid Foundations, Room for Growth
The study yielded interesting results:
- Strong Knowledge Base: Pre-service teachers demonstrated a solid understanding of the principles of vocabulary instruction during IBR. Their beliefs largely aligned with research on effective practices.
- Limited Use of IBR Strategies: Despite their knowledge, pre-service teachers expressed a hesitancy to use IBR deliberately to target specific vocabulary learning objectives, particularly in later grades.
The research also identified factors beyond teacher knowledge that may be hindering the use of IBR:
- Classroom and School Considerations: Pre-service teachers expressed concerns about class size, time constraints, and a lack of resources as barriers to implementing IBR effectively.
- Educational Policy and Parental Involvement: Unclear educational policies and a perceived lack of parental support for IBR were also seen as challenges.
Building Bridges to Better Literacy Instruction
The study offers valuable insights for improving teacher education and professional development in Flanders:
- Refining Pre-Service Education: Teacher education programs can be strengthened by emphasizing the importance of IBR for vocabulary development in emergent bilingual learners and providing practical strategies for overcoming classroom challenges.
- Targeted In-Service Training: Offering targeted professional development opportunities for current teachers can equip them with the skills and confidence to implement IBR effectively.
- Addressing Systemic Challenges: Addressing class size issues, providing necessary resources, and fostering collaboration between schools and parents can create a more supportive environment for IBR use.
This study goes beyond Flanders, offering valuable takeaways for educators worldwide. By prioritizing IBR and providing teachers with the necessary support, educators can foster a love of language learning and equip all students with the vocabulary foundation they need to thrive in school and beyond.
Eline Decraene, Silke Vanparys, Maribel Montero Perez and Hilde Van Keer. Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading. Educ. Sci. 2023, 13(12), 1220; https://doi.org/10.3390/educsci13121220
Note: Original authors are welcome to make correction.