Leveraging Incidental and Intentional Vocabulary Learning to Support Multilingual Students' Participation in Disciplinary Practices and Discourses

Autor/inn/en	Molle, Daniella; de Oliveira, Luciana C.; MacDonald, Rita; Bhasin, Anshika
Titel	Leveraging Incidental and Intentional Vocabulary Learning to Support Multilingual Students' Participation in Disciplinary Practices and Discourses
Quelle	In: TESOL Journal, 12 (2021) 4, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molle, Daniella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.616
Schlagwörter	Incidental Learning; Vocabulary Development; Second Language Learning; Second Language Instruction; Teaching Methods; Multilingualism; Intellectual Disciplines; Academic Language; Concept Formation; Personal Autonomy; Metalinguistics; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Geisteswissenschaften; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Concept learning; Begriffsbildung; Individuelle Autonomie; Metalanguage; Metasprache
Abstract	This article discusses the role of vocabulary learning in supporting multilingual students' participation in disciplinary practices and discourses in K-12 content-area classrooms. First, the authors discuss the strengths and limitations of incidental and intentional vocabulary learning. They then propose a new approach to vocabulary instruction in particular and disciplinary language development in general: "embedded teaching." This approach has three key characteristics: (1) prioritizes students' engagement in sensemaking in the disciplines; (2) defines the language of school as encompassing everyday as well as disciplinary discourses; and (3) leverages both incidental and intentional vocabulary learning. The article illustrates the embedded teaching approach through examples that show how it can support multilingual students' understanding of language in the disciplines. The authors foreground the importance of paying attention to students' evolving understanding of disciplinary concepts, supporting the expression of student agency, and developing students' metalinguistic awareness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01