Literaturnachweis - Detailanzeige
| Autor/inn/en | Crosson, Amy C.; McKeown, Margaret G.; Robbins, Kelly P.; Brown, Kathleen J. |
|---|---|
| Titel | Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents |
| Quelle | In: Language, Speech, and Hearing Services in Schools, 50 (2019) 4, S.493-505 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-1461 |
| Schlagwörter | Vocabulary Development; Bilingualism; Inclusion; Teaching Methods; Morphology (Languages); English (Second Language); Semantics; Second Language Learning; Second Language Instruction; Latin; Problem Solving |
| Abstract | Purpose: In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., "diminish", "ambiguous"). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions: Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. [For the corresponding grantee submission, see ED598969.] (As Provided). |
| Anmerkungen | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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