VOCABULARY INSTRUCTIONFOR ENGLISH LANGUAGE LEARNERS

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“ENGLISH VOCABULARY KNOWLEDGE OF YOUNG CHILDREN WHO DO NOT GROW UP IN ENGLISH-SPEAKING HOMES MAY BE MORE LIMITED THAN THAT OF MONOLINGUAL ENGLISH SPEAKERS AND THAT THIS LIMITATION MAY NEGATIVELY AFFECT ELLS’ LONG-TERM ACADEMIC ACHIEVEMENT.”

(Manyak & Bauer, 2009)

RESEARCH HAS SHOWN THAT…

•Students with less academic vocabulary have greater

difficulty reading and comprehending text than students

with higher academic vocabulary.

•Vocabulary is a key component of reading comprehension.

• (Manyak & Bauer, 2009)

COGNATES

• Cognates: words that are spelled similarly and have similar meanings across

languages

• Studies have shown that students that are more proficient in Spanish,

recognize these cognates more and can infer the English meaning (Manyak &

Bauer, 2009).

VOCABULARY INSTRUCTION

• ELL students need intense, well-articulated, and consistent vocabulary

instruction.

• Vocabulary instruction should be integrated throughout the school day.

• Teachers should instruct basic words as well as the complex words that English

speaking students are working on.

• (Manyak & Bauer, 2009)

THE FOLLOWING SLIDES ARE STRATEGIES TO USE IN THE CLASSROOM TO TEACH VOCABULARY…

(Diaz-Rico & Weed, 2010)

(Diaz-Rico & Weed, 2010)

(Diaz-Rico & Weed, 2010)

(Diaz-Rico & Weed, 2010)

REFERENCES

• Diaz-Rico, L.T., & Weed, K.Z,. (2010). The Crosscultural, language, and

academic development handbook. Boston, Massachusetts: Allyn & Bacon.

• Manyak, P. C., & Bauer, E. (2009). English Vocabulary Instruction for English

Learners. Reading Teacher, 63(2), 174-176.