The role of vocabulary learning in reading has not received as much attention in second language research as other aspects of reading. Indeed, many reading textbooks currently on the market promote the view that vocabulary is best learned incidentally from the context while reading. This paper surveys both first-language and second language literature in order to show that, while theoretically sound, the notion that reading vocabulary may best be learned by reading is not supported empirically. As a result of these findings, increased research in vocabulary acquisition on the effectiveness of a variety of approaches for a variety of different levels is needed. With regard to practice, teachers need to focus on the specific needs of their learners rather than follow the approaches advocated by various textbooks - approaches which may not be empirically substantiated.
On June 2, 1947, British Columbia Indian Agent F. Earl Anfield requested that the Prince Rupert Board of Trustees allow the seventeen children of Port Essington Indian Day School to attend Port Essington Elementary at an annual cost to federal authorities of $65.00 per child. The trustees' approval of the request led to the permanent closure of the fifty-eight-year-old Methodist-established day school and marked British Columbia's first large-scale integration initiative. The event would not have been significant were it not for the fact it occurred two years before the passage of provincial legislation—and four years before federal legislation—that would enable it.
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