Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning
Authors: Yu-Ching Yeh, Ming-Chung Chen, Hsiang-Ju Ho
Abstract: Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The text contains frequently used vocabulary. The storybook apps provide the frequently used vocabulary with Mandarin and Vietnamese pronunciations and explanations (in picture, oral, and text forms). In the second part of the game, “Little Story Teller,” the tablet provides five different background pictures and the users select and arrange the objects and figures presented in the pictures. This study sheds light on the application of tablet storybooks to heritage language learning or bilingual learning. Tablet storybooks can serve as a supplement for bilingual or multilingual learning and encourage a learner-centered and self-directed mode of instruction.
Keywords: Computer-based learning, tablet storybooks, bilingual
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