Eline Decraene
Biographic Data
| ID | 6176456 |
|---|---|
| NAME | Eline Decraene |
| GIVEN NAMES | Eline |
| FAMILY NAME | Decraene |
| SIGNATURE | DECRAENE E |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0003-3181-8764 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Using emergent bilingual children’s L1 during interactive book reading
Despite growing recognition of emergent bilinguals’ first language (L1) as a resource for vocabulary development, little is known about how L1 use shapes vocabulary-focused interaction during interactive book reading (IBR), particularly when teachers do not share children’s L1s. This study examined vocabulary-focused interaction during small-group IBR with 43 Turkish-Dutch emergent bilinguals across three conditions: an L2-only condition and two …
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
Interactive book reading (IBR) fosters children's vocabulary growth through story-based interaction before, during, and after reading aloud. However, emergent bilinguals often begin with lower L2 vocabulary knowledge and gain less from IBR than L1 children. This study examines three IBR approaches, differing in L1 use, and explores how learner-related (prior L1/L2 vocabulary) and word-related factors (age of acquisition, story-relevant general ve…
Building Vocabulary Bridges
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent …
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Building Vocabulary Bridges
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent …
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
Interactive book reading (IBR) fosters children's vocabulary growth through story-based interaction before, during, and after reading aloud. However, emergent bilinguals often begin with lower L2 vocabulary knowledge and gain less from IBR than L1 children. This study examines three IBR approaches, differing in L1 use, and explores how learner-related (prior L1/L2 vocabulary) and word-related factors (age of acquisition, story-relevant general ve…
Using emergent bilingual children’s L1 during interactive book reading
Despite growing recognition of emergent bilinguals’ first language (L1) as a resource for vocabulary development, little is known about how L1 use shapes vocabulary-focused interaction during interactive book reading (IBR), particularly when teachers do not share children’s L1s. This study examined vocabulary-focused interaction during small-group IBR with 43 Turkish-Dutch emergent bilinguals across three conditions: an L2-only condition and two …
Language Development and Disorders (2 works) · Reading and Literacy Development (2 works) · Second Language Acquisition and Learning (2 works) · Vocabulary (2 works) · Vocabulary development (2 works) · Affect (linguistics (1 work) · Child Development and Digital Technology (1 work) · Computer Science (1 work) · Educational Methods and Media Use (1 work) · EFL/ESL Teaching and Learning (1 work)