A Framework for Explicit Vocabulary Instruction with English Language Learners

Nisbet, Deanna; Tindall, Evie

doi:10.1080/00228958.2015.1023141

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Describe and restate: The instructors listed content-specific words (8-10 words) in the up-coming lesson content and asked the students to find the meaning of each word prior to the lesson. The academic words were selected purposefully because they were essential for understanding the main concepts associated with a theory (Nisbet & Tindall, 2015). The students working in groups found the definitions from the textbook or from Internet sources.…”

Section: Active Explicit Vocabulary Instruction Proceduresmentioning

confidence: 99%

Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Chou

2018

IJELS

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Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.

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Section: Active Explicit Vocabulary Instruction Proceduresmentioning

confidence: 99%

Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Chou

2018

IJELS

View full text Add to dashboard Cite

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Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

Esparza,

Fleming,

Zhang

et al. 2023

Discov Educ

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The 2019 science results from the National Assessment of Educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development.

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Unleash the Drama! Make Vocabulary and Content Come to Life

Lendvay

2016

Kappa Delta Pi Record

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A Framework for Explicit Vocabulary Instruction with English Language Learners

Cited by 4 publications

References 6 publications

Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course

Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

Unleash the Drama! Make Vocabulary and Content Come to Life

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