Master of Science

thesisDual-language (DL) learners are children who are learning two or more languages and whose home language may still be developing as they are learning the new language. When a language impairment is present in DL children, deficits are observable in each language being acquired. Language impairment affects the DL children at the same rate as monolingual children. An increasing number of studies have begun to address the best practices for enhancing skills in all languages being acquired by children. The present study determined whether the use of Duolingo® presented in Spanish yielded vocabulary learning in Spanish and English. It also examined changes affective and environmental factors that influence language learning as well as the feasibility of implementation of a computer-based language learning platform to DL learners. The aims were addressed through a mixed-methods, experimental design. Spanish instruction was provided to a small group of Spanish-English DL learning students in fourth grade attending an English-only school. To test the impact of Duolingo® as a viable language intervention tool, a group of age matched peers were administered computer-based mathematics tasks throughout the duration of the treatment. Treatment and control group tasks were administered weekly for 30-minutes across a 12-week period. Preliminary results suggest that Duolingo® is effective in enhancing vocabulary skills in children's home language and provide evidence in favor of bilingual intervention. Additionally, outcomes iv suggest that Duolingo® has the potential to enhance student's motivation to speak their home language. Findings conclude that Duolingo® is a fun and efficacious tool to use with a small group of children in a school setting