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Challenges Of Vocabulary
Concerns challenges posed by new vocabularies and ways to tackle
Date : 11/05/2016
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Uploaded by : David
Uploaded on : 11/05/2016
Subject : English
CHALLENGES OF VOCABULARIES ON STUDENTS AND HOW TO COUNTER
THEMVocabulary size predicts
comprehension, but learning new words is especially hard for students who come
to school with small vocabularies or limited knowledge of English.What`s
the Idea?Students who enter school with
limited vocabularies, especially English language learners, often struggle to
understand what they read because they are unfamiliar with many of the words
they encounter. This barrier hampers their learning in all the subjects they
study. The consensus of researchers and educators today is that such students
need explicit vocabulary instruction.What`s
the Reality?Now, as in past decades, most
teachers devote little time to explicit vocabulary instruction. Teachers are
already under the gun to cover more material than time permits, and they are
stymied by the need to devote extra time to vocabulary. Moreover, teachers face
the challenge of identifying which words are most important for their students
to learn, especially given the large gap in vocabulary size between students
with poorly educated or non-English-speaking parents and their more advantaged
peers.What`s
the Research?The research shows a strong
relationship between vocabulary size and reading comprehension level moreover,
that relationship grows stronger as students progress through school (Snow,
Porche, Tabors, & Harris, 2007). Because students who know many words can
comprehend what they read, they continue to increase their vocabularies and
content knowledge through reading. The opposite holds true for students with
limited vocabularies, especially English language learners (Blachowicz, Fisher,
Ogle, & Watts-Taffe, 2006).Building vocabulary is more
difficult than it might seem. Vocabulary signifies more than a list of words it
is a proxy for content knowledge. Learning new words often involves learning
new ideas and information memorizing definitions is not the same thing (Stahl
& Fairbanks, 1986). Researchers concur that to "own" a new word
for the long term, the learner must see and use the word multiple times in
several contexts. The question is, How can teachers accomplish this goal
efficiently?Researchers have studied a variety
of strategies to help students expand their vocabularies. In one such study, Beck
and McKeown (2007) exposed kindergarten and 1st grade students to read-aloud
trade books chosen because they included sophisticated words that struggling
readers would be unlikely to learn on their own. The students had opportunities
to discuss the books, hear the words explained in the context of the story, and
hear the words used over the next few days. They learned more words than
students in the comparison group, who participated in traditional read-alouds.Carlo and colleagues (2004) tested
the effects of a vocabulary enrichment intervention in which engaging texts and
activities were used to teach 5th grade students strategies for analyzing new
words using context clues and knowledge of root words and cognates. Students
read newspaper articles, diaries, and histories about immigrants` experiences
followed by daily work in small groups on such tasks as filling in missing
words, making word associations, and playing charades. In classes randomly
assigned to the intervention, both English language learners and native English
speakers outscored comparison students on several measures of vocabulary
development, including depth of knowledge and understanding of multiple
meanings.No one strategy can do the job
alone, however. Because different kinds of words require different approaches
and students` needs vary by age, background knowledge, native language, and
motivation teachers must know and be adept in selecting among multiple
strategies (Blachowicz et al., 2006).Students at the secondary level need
to expand their vocabularies rapidly to comprehend the multiple subjects they
are learning. This challenge is especially intense for English language
learners. Even those labeled as fluent English speakers, whose gaps in English
may not be readily apparent, often struggle to develop the academic vocabulary
they need to be successful (Butler & Hakuta, 2006).Across grade levels, teachers get
conflicting advice about which words to focus on. Some researchers argue that
struggling students should be introduced early on to interesting, sophisticated
words, partly to engage their interest and partly to help them catch up to
their more advantaged peers (Beck & McKeown, 2007). Some argue for
subject-specific academic words, such as circumference and pollination
(Marzano & Pickering, 2005), and others for words that cut across
disciplines, such as synthesize or infer (Coxhead, 2000).According to one synthesis of best
practices for English language learners, the core reading program is a good
place to begin choosing words for instruction in the elementary grades (Gersten
et al., 2007). Others, however, point out that most basal reading books have
little informational text and are therefore of limited help in building
vocabulary or background knowledge (Walsh, 2003).Whichever words teachers choose to
teach, researchers agree that they need to provide a variety of structured
opportunities for students to encounter and use new words in authentic and
engaging contexts. The essential strategy is providing opportunities for students
to practice using new words through reading, writing, speaking, and especially
conversations led by teachers (Carlo et al., 2004).What
to Do?Students grasp the full meaning of
words gradually, with repeated use and varied contexts that illustrate how
meanings can change. Whether the word is of or revolution,
students cannot understand its meanings and usage without repeated practice and
feedback. Conversations with teachers and peers that home in on vocabulary are
one key element. Other elements include associating new words with pictures,
creating semantic maps that show relationships among words, playing word games,
and when appropriate, linking new words to students` native languages.Devoting sufficient time to these
activities can happen only if all teachers come on board and integrate
vocabulary development into their instruction throughout the day. For example,
elementary teachers might pick informational texts and stories with rich
vocabulary as opportunities to learn new content and new vocabulary, along with
careful attention to strategies that support learning the new words. Secondary
teachers might use science experiments and movies, as well as written text, as
sources for zeroing in on vocabulary development.Without such concerted, schoolwide
efforts, the achievement gap between students with limited vocabularies and
their peers will continue to expand.ReferencesBeck, I. L., & McKeown, M. G.
(2007). Increasing young low-income children`s oral vocabulary repertoires
through rich and focused instruction. The Elementary School Journal, 107(3),
251 .Blachowicz, C. L. Z., Fisher, P. J.
L., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the
classroom. Reading Research Quarterly, 41(4), 524 .Butler, Y. G., & Hakuta, K. (2006).
Cognitive factors in children`s L1 and L2 reading. Academic Exchange
Quarterly, 10(1), 23 .Carlo, M., August, D., McLaughlin,
B., Snow, C., Dressler, C., Lippman, D., Lively, T., & White, C. (2004).
Closing the gap: Addressing the vocabulary needs of English language learners
in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2),
188 .Coxhead, A. (2000) A new academic
word list. TESOL Quarterly, 34(2), 213 .Gersten, R., Baker, S.K., Shanahan,
T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective
literacy and English language instruction for English learners in the
elementary grades: A practice guide (NCEE 2007-4011). Washington, DC:
Institute of Education Sciences, U.S. Department of Education. Available: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdfMarzano, R. R., & Pickering, D.
J. (2005). Building academic vocabulary: Teacher`s manual. Alexandria,
VA: ASCD.Snow, C. E., Porche, M. V., Tabors,
P. O., & Harris, S. R. (2007). Is literacy enough? Pathways to academic
success for adolescents. Baltimore, MD: Paul H. Brookes.
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