Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

Autor/inn/en	Hunt, Meghan; Feng, Jay
Titel	Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction
Quelle	(2016), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Vocabulary Development; Grade 2; Elementary School Students; English Language Learners; Pretests Posttests; Knowledge Level; Elementary School Teachers; Oral Reading; Comparative Analysis; Direct Instruction; Scores; Teacher Effectiveness; Self Esteem; Teacher Surveys; Questionnaires + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 02; 2. Schuljahr; Schuljahr 02; Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-esteem; Selbstaufmerksamkeit; Fragebogen
Abstract	This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade students were given a pretest on their vocabulary knowledge. The vocabulary strategy of read alouds with direct vocabulary instruction was then administered to them. At the end of seven months, the students were given a post test on their vocabulary knowledge. Results from the pre/posttest comparison indicate that students' scores did improve under direct vocabulary instruction. The teachers were also given a pre and post questionnaire on their knowledge and confidence of teaching ELL students. Results from the questionnaires indicated that teachers gained both knowledge of and confidence in direct vocabulary instruction. Due to the importance of vocabulary acquisition for ELL students, educators need more formal training on effective instructional strategies to use in their classroom. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01