Influence Vocabulary Acquisition for English Language Learners

Abstract

hension are key for second language learners. Indeed, when students are taught vocabulary in an explicit manner, their reading comprehension improves (Beck & McKeown, 1991; Beck, Perfetti, & McKeown, 1982; National Institute of Child Health and Human Development, 2000). By the end of second grade, there is a 4,000 word difference in vocabulary knowledge between readers in the upper quartile and those in the lowest quartile of the class (Biemiller & Boote, 2006). This gap in vocabulary and reading achievement widens in later school years (Baker, Simmons, & Kame’enui, 1995). Classrooms across the nation have English language learners (ELLs) who are learning to hear, speak, read, and write a new language. These students require a teacher’s particular attention to the development of vocabulary knowledge. Following are 20 ways in which teachers can influence the vocabulary acquisition of the students who are ELLs.