Vocabulary+for+ELLs

Initiated by Blair Dielman Importance of Vocabulary Development for English Language Learners (ELLs) “When English language learners struggle with reading comprehension, it can often be attributed to their difficulty with understanding the vocabulary” according to Sibold (2011). The overall goal of reading is to comprehend through which the reader gains knowledge and information. Young ELL students are simultaneously conducting two different processes to gain information from texts; the reading process and the process of language translation. These two processes are both complex, meaning that vocabulary instruction must be efficient. Five different types of vocabulary have been identified by the International Reading Association (2002), “listening vocabulary, speaking vocabulary, reading vocabulary, writing vocabulary, and sight vocabulary”, each of which play an important role in the overall vocabulary develop of ELL students. “ELLs need sufficient vocabulary in order to read effectively, while at the same time, extensive reading is a necessary component for acquiring a sufficient vocabulary.” this often leaves teachers in a catch 22 when teaching ELL students (Wallace, 2008). Using a variety of strategies in a variety of instructional settings such as whole group, small group, partner work, and individual work during using well planned lesson will give an ELL student many different opportunities to gain new vocabulary knowledge. In 2000 the National Reading Panel discovered that there is no one right or best way to teach ELL students vocabulary but the best instructional method is a variety of best, research based activities and instruction. Strategies to help Develop English Language Learners (ELLs) Vocabulary Word Play When working with young ELL students it is important to create enthusiasm and a love for learning new words, playing word games can help create these positive feelings. Word play is most often used for prereading or post reading. Words games are a great way to activate prior knowledge or a fun way to review important key terms. Word sorts are a great way to allow ELL students to display their understanding of vocabulary words and how they relate. Closed and Open Word Sorts ask students to place vocabulary terms into categories or even to create categories in which to place the key terms. This activity allows students to discuss with their peers the decisions that are being made about a term and why. According to Herrera, Perez, and Escamilla (2010) ELL students need a strong oral language component to transfer their native language skills to English. Word games give ELL students an opportunity to use their oral language to further develop the English vocabulary. G+uess the Covered Word, What Looks Right, Word Riddles, and Password are all different word games that would allow ELLs to use their prior knowledge and their oral language to decipher meaning and gain deeper understanding of important key terms. Word games are a fun and effective way of teaching ELL students vocabulary; it allows for ELL students to use their oral language and to use the valuable resource of their prior knowledge. Nagy (1988) states, the ability and opportunity to connect new term with prior knowledge and experiences is critical to the ELL’s vocabulary development. Another advantage to using words games is creating hands on experience, meeting the needs of the ELL students who are tactile learners. Playing Pictionary or Sculpture-ades permits ELL students not only to use their oral language skills, and prior knowledge but also allows for them to use their artist ability. Giving ELL students the opportunity to interact and use their prior knowledge through words games can help build their vocabulary and stated in Escamilla, Herrera, and Perez (2010), “collaboration and interaction with peers and teachers enables CLD students to reach their zone of proximal development (ZPD) regarding academic vocabulary.” Graphic Organizers Using graphic organizers helps meet the visual needs of ELL students when teaching vocabulary. According to Sibold (2011), “Graphic organizers are visual representations that show arrangements of concepts and/or vocabulary words. Such organizers are effective when coupled with direct instruction.” Graphic organizers such as semantic word maps, analysis matrixes, word trees, relationship charts, and concept maps show ELL students in a visual way how the vocabulary word relates to the definition and even an illustration. Flow charts are a great way for teachers to display words with multiple meanings, which may be the most challenging for ELL students. In addition graphic organizers offer a way to break down words into their parts; part of speech, number of syllables, and provide examples of how the word works in context. As stated by Searfoss, Readence, & Mallette (2001), “key vocabulary terms are arranged in a simple chart or diagram to show the relationships among them”. The simplistic way that different relationships between the vocabulary word, its definition, the word in context, its synonyms, its antonyms, an illustration, and more can be shown using a graphic organizer. A graphic organizer is a great learning tool for all students, but especially for ELL students. Read, Read, Read The importance of reading can never be underestimated. ELL students need lots of exposure to language to become fully competent within that language. Reading allows ELL students to gain exposure to a wide variety of words within context which shows them how the word works with other elements of the English language. Wallace (2008) states, “extensive reading helps to develop sight vocabulary, general vocabulary, and the knowledge of the target language, explicit instruction can also help develop English language skills, especially with vocabulary.” Reading is a powerful tool that should be encouraged in both English and in ELL student’s native language. Escamilla, Herrera, and Perez (2010) discuss the importance and the higher success rate of ELL students learning English vocabulary who have learned or continue to learn to read and write in their native language. In addition it is important for ELL to understand the meaning of a vocabulary term so by reading ELL students are then exposed to vocabulary words in context helping them gain a deeper understanding of how that word works and the meaning that it carries. Texas Reading Initiative (2002) said, “In short, the single most important thing you can do to improve students’ vocabulary is to get them to read more.” Conclusion When teaching any student vocabulary good teaching practices are beneficial to all but teachers must be aware to meet all needs of ELL students. A variety of instructional strategies will help ELL students use their prior knowledge and create the necessary schema to use and recognize important vocabulary terms. As stated by Escamilla, Herrera, and Perez (2010), “Multiple and varied interactive learning activities in the classroom are limited only by the teacher’s imagination and situational context.” It is important for a teacher of ELL to realize that frontloading and then forgetting about the vocabulary as the lesson progresses will not help ELL students transfer that new word information into their long term memory. Therefore, “the need for multiple exposures to new vocabulary words is critical in developing CLD students’ vocabulary knowledge.”, as stated by Escamilla, Herrera, and Perez (2010). Through the use of word play, different graphic organizers, and reading ELL students are able to be exposed to important vocabulary multiple times, increasing the chances that the word information will be transferred into permanent word knowledge.

Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Rowland Heights, CA: International Reading Association.
 * References**

National Reading Panel (2000). Teaching children to read: An evidence-based assessment of scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institutes of Health.

Searfoss, L. W., Readence, J. E., & Mallette, M. H. (2001). Helping children learn to read: Creating a classroom literacy environment. Boston: Allyn & Bacon.

Sibold, C. (2011). Building English Language Learners' Academic Vocabulary Strategies & Tips. Multicultural Education, 18(2), 24-28.

Texas Reading Initiative (2002)Promoting vocabulary development: Components of effective vocabulary instruction (Revised edition). Austin, TX: Texas Education Agency

Wallace, C. (2008). VOCABULARY: The Key to Teaching English Language Learners to Read. Education Digest, 73(9), 36-39.