A reading aloud intervention in a first and second language: vocabulary acquisition and reading engagement

It is well established that reading aloud plays a crucial role in children's development, particularly in enhancing language, literacy, and cognitive skills. However, the effects of reading aloud on second language learners remain underexplored. This study aims to investigate the impact of reading aloud on second language development and reading engagement of preschool learners acquiring a second language. Employing a mixed method approach, the research gathered data from multiple sources. Quantitative data were obtained through vocabulary assessments, while qualitative data were collected via interviews with the parents, discussions with a teaching assistant, and field notes. The analysis revealed that reading aloud positively influences children’s vocabulary acquisition. Notably, utilizing both the first language (L1) and the second language (L2) to read the same text significantly enhanced children’s vocabulary recognition skills. Furthermore, engaging reading sessions in both L1 and L2 fostered greater engagement among the children. Ultimately, the reading aloud interventions proved effective in nurturing and cultivating a love for reading among the participants.