Engaging Children with Useful Words: Vocabulary Instruction in a Third Grade Classroom (original) (raw)
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Lawrence Erlbaum Associates Publishers, 2005
The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils' active vocabulary.
Vocabulary Practices in Prekindergarten and Kindergarten Classrooms
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, direct instruction of vocabulary words can be an effective method to support children's word learning (NICHD, 2000; Snow, Burns, & Griffin, 1998), and combining vocabulary instruction practices is more effective than using one practice alone (Graves, 2006; Stahl & Fairbanks, 1986). Thus, most research on vocabulary instruction has investigated teacher-directed multidimensional approaches that incorporate several different practices such as acting out and illustrating words, defining words, and using words in new contexts (e.g., Beck & McKeown, 2007; Silverman, 2007a). Because picture books offer rich contexts for vocabulary instruction, Note. AI = Act/Illustrate; AN = Analyze; CN = Contextualize; DF = Define; WS = Word Study. T denotes when the teacher is talking, and S denotes when the student(s) is talking.
Making Time for Vocabulary: One, Two, Three
The planned and explicit teaching of vocabulary is critical, especially for children with literacy difficulties. In this article, suggestions for using children's literature via a powerful three step approach for vocabulary instruction is outlined.
This systematic review provides a comprehensive analysis of the empirical literature on the effectiveness of vocabulary instructional methods for English language learners (ELLs) in prekindergarten through 6th grade settings. Thus, a central goal of this study is to appraise the available research on vocabulary learning and assess intervention studies’ levels of evidence for effectiveness in order to make a critical assessment of the variables that are currently represented in the field. Specifically, the research questions guiding this systematic review are: (1) How do intervention studies developing L2 word-meaning acquisition with ELLs in pre-kindergarten through 6th grade settings vary in their methodological characteristics (i.e., research design, learners, instructional design and outcome)? (a) What are the studies’ levels of evidence for effectiveness based on their design and outcome characteristics? and (2) What is the impact of studies that meet requisite evidence standards on learners’ L2 word-meaning acquisition? A total of 18 studies meeting the inclusion criteria were identified. Independent coding of 20% of the articles (n=4) was completed, the results were cross-checked against the original codes, and further discrepancies in coding were resolved through discussion between the two coders. The final criteria were subsequently reapplied by the author to all studies in the review. Coding categories for each study were organized by four main characteristics: (1) design characteristics (i.e., random assignment, baseline equivalence, comparison group type); (2) learner characteristics (i.e., L1/L2 proficiency, SES, age and grade level); (3) treatment characteristics (i.e., focus of instruction, level of L1 support, word tier targeted, total instructional time, training, explicitness of instruction, contextual/definitional support, group size, and level of word exposure) and (4) outcome characteristics (i.e., outcome objective, type of measure, type of ability measured, modality, word tier assessed, and type of knowledge). Based on the studies’ design and outcome characteristics, their level of evidence for effectiveness was also examined. Subsequent analyses revealed that a large proportion of studies underreported information and did not meet evidence standards for effectiveness. Additionally, studies with available effect sizes for measures of breadth and depth of vocabulary knowledge revealed inconclusive evidence about the best instructional practices for ELLs due to the large variations among a limited number of studies in their instructional approach, learners, and outcome characteristics. An analysis of the merits and limitations of the reviewed studies reveals a number of methodological problems that threaten the validity and credibility of vocabulary research. These findings highlight the need for increased research in this field of study, particularly in revisiting existing practices to add to current understandings relating to vocabulary practices with ELLs. Additionally, this study points to specific issues in current research and provides recommendations for researchers seeking to address the significant knowledge gap in research that is centered on ELL vocabulary learning.
Sustained vocabulary-learning strategy instruction for english-language learners
2005
The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils' active vocabulary.
Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice
Education Sciences
Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also par...
Re-thinking vocabulary instruction: What research says
Despite the current importance attached to vocabulary instruction (Beck, McKeown & Omanson, 1987; Laufer, 1994; Nation, 2001; Read, 2002), language teachers are still not clear about the answers to numerous questions about teaching vocabulary. Some of these questions are: (1) Do students learn vocabulary incidentally through reading/listening or is explicit vocabulary instruction a necessity?; (2) What vocabulary exercises are the most effective?; (3) What is the role of prefabricated chunks in students' language competence?; (4) What does corpus linguistics say about vocabulary instruction?; and (5) What are the key problems facing Arabic-speaking students with vocabulary use? The current paper aims to address the abovementioned problematic issues from an empirical perspective. Research-based answers are provided to important questions in relation to vocabulary instruction in order to allow English language instructors to re-think their classroom practices and introduce research-based innovations.