Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms

Autor/in	Ajayi, Lasisi
Titel	Vocabulary Instruction and Mexican-American Bilingual Students: How Two High School Teachers Integrate Multiple Strategies to Build Word Consciousness in English Language Arts Classrooms
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 4, S.463-484 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.924475
Schlagwörter	Vocabulary Development; Mexican Americans; Bilingual Students; Secondary School Teachers; High School Students; Teaching Methods; Language Arts; Observation; Video Technology; Interviews; Scaffolding (Teaching Technique); Cognitive Processes; Imagery; Semantics; Maps; Prior Learning; Culturally Relevant Education; Case Studies; Technology Uses in Education; Comparative Analysis; California + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Hispanoamerikaner; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Beobachtung; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Metaphorik; Semantik; Map; Karte; Vorkenntnisse; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kalifornien
Abstract	Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA teachers use multiple strategies to build word consciousness in Mexican-American bilingual students. The study was conducted over 16 weeks. The sources of data were classroom observations, classroom videos, interviews, field notes, and teaching artifacts. The findings showed that the teachers integrated a variety of teaching strategies, including word analysis, cognate use, explicit scaffolding, online word search strategies, visual imaging, semantic mapping, and semantic feature analysis to connect instruction to background knowledge of their Mexican-American bilingual students and foster word consciousness in them. The findings suggest that it is crucially important that ELA teachers use multiple teaching strategies to make connections between vocabulary instruction and background knowledge that students bring from home and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01