Vocabulary Instruction and Dialogic Reading: How to Use Electronic Storybooks With Preschool English Language Learners

2017 ◽  
Author(s):  
Lixia Cheng ◽  
Sha Yang ◽  
Erin D. Besser ◽  
Belen Garcia De Hurtado
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
Dialogic Reading ◽  
Electronic Storybooks

Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners

2020 ◽  
Vol 37 (1) ◽  
pp. 82-100
Author(s):  
Sara L. Jozwik ◽  
Shaqwana Freeman-Green ◽  
Tara L. Kaczorowski ◽  
Karen H. Douglas
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
High School English

scholarly journals VOCABULARY IN ESP APPLICATION AS REFLECTED TO THE LANGUAGE ACROSS CURRICULUM

2018 ◽  
Author(s):  
Didik Rinan Sumekto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Text Comprehension ◽  
English Language ◽  
Vocabulary Instruction ◽  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
The One ◽  
Mathematics Course

This paper discusses on the empirical experience of vocabulary instruction in English for specific purpose (ESP) as considered to the language across curriculum, particularly in mathematics course which stresses on syntax and semantics. ESP curriculum is relevantly designed to accommodate the specific needs of particular learners in groups, related to content, particular disciplines, occupations and activities, and centered on the language appropriateness to relevant activities, such as syntax, lexis, discourse, and semantics. The issue of vocabulary instruction for English language learners (ELLs) concerns with productive, receptive, and recognition vocabulary where the one main goals of the instruction is to assist ELLs improve their comprehension in the multiple-choice tests, text comprehension, and process of understanding new meaning of words or phrases.

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions With English Language Learners

2016 ◽  
Vol 33 (1) ◽  
pp. 63-81
Author(s):  
Lauren E. Johnston ◽  
Sterett H. Mercer ◽  
Rhonda Geres-Smith
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Vocabulary Instruction ◽  
Instructional Procedures ◽  
Building Activities ◽  
Fluency Building ◽  
Individual Reading

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design with four ELL students in Grades 3 and 5. Results indicated that the two vocabulary instructional procedures, on average, did not affect reading comprehension. Despite no consistent overall effects, one student had better comprehension of passages used in fluency-building activities when definitions of key target words were taught, and two students demonstrated better comprehension of untaught passages following vocabulary instruction that included processing questions; however, all effects were of small magnitude. Reducing instructional time spent on fluency-building activities to incorporate the vocabulary activities did not attenuate intervention effects on reading fluency. Practical recommendations and future directions for incorporating vocabulary instruction in individual reading interventions are discussed.

Intensifying English Vocabulary Instruction for English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 4-14 ◽  
Author(s):  
Lisa Fitton ◽  
Kristina Nichole Bustamante ◽  
Mary Claire Wofford ◽  
Dana Brown ◽  
Clariebelle Gabas ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Instruction ◽  
Morphological Awareness ◽  
The United States ◽  
Classroom Teachers ◽  
Bilingual Students ◽  
Language And Literacy ◽  
Vocabulary Growth

English vocabulary development is a key component of language and literacy development for English language learners (ELLs) living in the United States. With the increase in the number of speech-language pathologists (SLPs) with ELLs on their caseloads, it has become increasingly important for SLPs to be able to facilitate vocabulary growth in ELLs. To assist SLPs working with ELLs in schools, the present paper provides an overview of strategies to enhance English vocabulary instruction for ELLs, drawing on evidence from research with both monolingual and bilingual students. Strategies included are: leveraging the native language, teaching comprehension monitoring, embedding instruction in reading, building morphological awareness, and collaborating with classroom teachers. Specific, effective vocabulary instruction protocols are also briefly overviewed.

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