Mind the Gap: Vocabulary Development in the Primary Curriculum

Autor/inn/en	Westgate, D.; Hughes, M. E.
Titel	Mind the Gap: Vocabulary Development in the Primary Curriculum
Quelle	In: Education 3-13, 46 (2018) 5, S.587-598 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2017.1334684
Schlagwörter	Vocabulary Development; Elementary Education; Elementary School Teachers; Teaching Methods; Active Learning; Instructional Effectiveness; Direct Instruction; Classroom Environment + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Klassenklima; Unterrichtsklima
Abstract	In the context of an on-going project emphasising the centrality of speaking and listening in the primary curriculum, the present article turns to vocabulary development: to the wide differences characterising primary age children in this regard, to their consequent unequal access to the wider curriculum, and to means by which such deficiencies may be addressed. This article reports how, given a variety of in-service supports, teachers in a small group of schools undertook to define relevant aims and objectives and to include a range of appropriate approaches in their teaching. Particular emphasis was placed upon active and 'explicit' vocabulary instruction. The viability and effectiveness of the strategies employed were assessed through analysis of a range of collected data; numerous examples of which are presented and evaluated here. This article concludes by reviewing such matters from teachers' as well as pupils' perspectives, and by emphasising the role of explicit instruction within the various approaches discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01