Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners

Autor/in	Townsend, Dianna
Titel	Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 3, S.242-251 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.3.5
Schlagwörter	Academic Discourse; School Activities; Intervention; Visual Aids; After School Programs; Workshops; Vocabulary Development; English (Second Language); Second Language Learning; Middle School Students; Second Language Instruction; Program Effectiveness + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Anschauungsmaterial; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernwerkstatt; Schulung; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fremdsprachenunterricht
Abstract	Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary instruction for ELLs are explained, such as the importance of multiple exposures to words in multiple contexts, opportunities to practice and personalize word meanings, and visual support for words. Accompanying activities and games are also described. Because the intervention took place in a voluntary after-school program, engagement was a priority. Therefore, the games and activities are highly interactive and collaborative while also linked to empirical vocabulary research. The article provides a description of the Language Workshop study, demonstrating the effectiveness of the program. (Contains 2 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10