Academic Vocabulary: Explicit and Incidental Instruction for Students of Diverse Language Backgrounds

Autor/inn/en	Gallagher, Melissa A.; Barber, Ana Taboada; Beck, Jori S.; Buehl, Michelle M.
Titel	Academic Vocabulary: Explicit and Incidental Instruction for Students of Diverse Language Backgrounds
Quelle	In: Reading & Writing Quarterly, 35 (2019) 2, S.84-102 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, Melissa A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1510796
Schlagwörter	Vocabulary Development; Reading Comprehension; English (Second Language); Second Language Learning; Bilingualism; Monolingualism; Teaching Methods; Incidental Learning; Instructional Materials; Cooperative Learning; Scaffolding (Teaching Technique); Grade 6; Intervention; Reading Tests; Academic Language; Comparative Analysis; Measures (Individuals); Learning Strategies; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Inzidentelles Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kooperatives Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Lesetest; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Vocabulary knowledge is a crucial element of reading comprehension. Academic vocabulary poses particular challenges for students and should be a focus of instruction, particularly for students from diverse language backgrounds. This study was part of a larger literacy in social studies intervention aimed at increasing students' reading comprehension and engagement. A repeated measures multivariate analysis of variance indicated that although both emergent bilingual and English monolingual students improved on words that were explicitly taught, only English monolingual students improved in their knowledge of words that were incidentally taught. Qualitative observational notes indicated that teachers' explicit vocabulary instruction included the use of graphic organizers, think-pair-share activities, and scaffolded discussions. Teachers taught word-learning strategies and developed word consciousness to different degrees. Findings could indicate that emergent bilingual students are less likely to benefit from incidental instruction of academic vocabulary words, which supports previous literature on the crucial role of explicit vocabulary instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01