Vocabulary Instruction for English Language Learners
EDR 685
Johnna Hetrick
Communication is the key to any relationship that exists, no matter where on
Earth a person may live or travel. The way in getting to know one another is by
communicating and forming connections to understand each other. Typically,
communication exists verbally or non-verbally. Words express what we know and help
us learn about people and the world around us. Communication and understanding
becomes especially important in a classroom setting. Teachers are responsible for
teaching and expanding a student’s vocabulary. Also, teachers provide students with
experiences that enrich their vocabulary and help them understand and comprehend the
content. Knowledge of vocabulary is directly tied to reading comprehension and
unfortunately, students that have not had a wide range of language experiences, such as
many children from low economic backgrounds and English language learners (ELL’s),
lack the vocabulary knowledge necessary to successfully comprehend grade level texts
(Martin, 2009). A number of English language learning students may fluently speak the
English language; however lack the background knowledge to make sense of the text.
Other students may have just started learning English and require learning words, as well
as making sense of the text (Haynes, 2008). The job of the effective classroom teacher is
to help students, regardless of their background, develop and expand their vocabulary and
become successful, lifelong readers, regardless of the student’s background. A teacher’s
role is to help all students succeed. Some vocabulary strategies, however, prove more
effective than others in instructing English language learners in the classroom. Teachers
should adjust their teaching to meet the needs of their ELL learners in their classrooms.
According to Blachowicz, Fisher and Watts-Taffe (2005) there are two types of
vocabulary needed for reading. One is word recognition, which includes pronouncing
words that students recognize in print. The other type of vocabulary is meaning
vocabulary, where student can attach meaning to words and define words in context. A
key component to vocabulary instruction is teaching meaning vocabulary. Vocabulary
knowledge is correlated with reading achievement and student’s ability to participate in
social and academic classroom activities (Blachowicz, Fisher & Watts-Taffe, 2005); no
matter what subject a student is learning. However, there remains a huge gap between
vocabulary knowledge based on a student’s background and children entering school
with a wide range of vocabulary knowledge. Students who come from homes where
parents are unable to read to them frequently or in the English language, come to school
with an enormous learning disadvantage (American Educational Research Association,
2004). For example, students from backgrounds where they were read to less, in first
grade know 5,000 words. Students, who came from “rich” language environments,
where students were exposed to text more frequently, knew 20,000 words (Martin, 2009).
This number tends to increase over time in school, unless they develop a rich vocabulary
in the first few years of school (American Educational Research Association, 2004).
Also, the English language learning population in America's schools continues to rise
each year, which means that teachers need to adapt their teaching to meet all students,
including English language learners, needs. According to Taylor and Ysseldyke (2007),
the number of children speaking a language other than English at home has almost
doubled in twenty years. In 1979, 9% of the population spoke a language other than
English at home. In 1999, that number increased to 17%. The student’s backgrounds
include many differences in experiences, thus creating an even wider vocabulary gap
between native English speakers and non-native English speakers. Lack of knowledge in
lower academic frequency words (words that appear in academic texts and students do
not come across as often) affects students reading comprehension abilities. Without
vocabulary academic interventions, these students will likely continue to struggle and
make insignificant gains in their school career (Taylor & Ysseldyke, 2007). Interventions
and academic success depend on the vocabulary strategies, interventions and activities
teacher’s use throughout student’s academic career to help them become skilled readers
and writers. A teacher’s role is to choose instruction that will benefit students
academically and foster their growth.
Some vocabulary instruction and intervention strategies recommended for English
language learners are based on a constructivist view of learning. Students make meaning
of their world by using their own knowledge. Teachers encourage and support this
growth by providing students with real life experiences and vocabulary, hands on
learning, social interaction with adults and peers, learning using a variety of multiple
intelligences and allowing students to guide their own learning through meta-cognition
(Mercuri & Rea, 2006). Mercuri and Rea (2006), suggest that prior knowledge for
students is the root of understanding and learning new information. Finding out what
students already know about a topic, discussing that information and adding to their
background builds on understanding, increases interest and provides complex vocabulary
for students. Also, rich vocabulary programs focus on indirect oral and written language
experiences, including conversations with peers and adults, as well as hands on working
with words, read alouds, music lyrics and reader's theaters (Schifini, 2010). Also,
included in a rich language and vocabulary environment in a classroom may be explicit
vocabulary instruction by the teacher, word learning strategies and opportunities for
students to independent read frequently (Martin, 2009). Teachers should bring the
learning alive whenever possible by including videos, artifacts and pictures for students
to identify words with. Also, encourage times for students to chat about other nonacademic items during non-instructional times to help build vocabulary (Mercuri & Rea,
2006).
Research into English language learners and best instruction practices found
vocabulary strategies that are most effective. According to Alfredo Schifini, PhD, most
vocabulary is learned indirectly. He recommends methods to teach indirect vocabulary.
One way is through oral language daily. This can be either through conversations with
adults and peers or working with academic vocabulary with many visual cues to make the
words come alive (2010). The experimental studies with English language learners’
interventions also feel that using visual cues and demonstrations aid in getting across
word meaning (Taylor & Ysseldyke, 2007). Margarita Calder, who authored Teaching
Reading to English Language (2007), suggests the following strategies to focus on
teaching oral vocabulary. One suggestion in teaching homonyms is to use a Venn
diagram to compare and contrast words. This will help create meaning and see how
words are used across content areas, not just in one subject. Another tool is for students
to have the opportunity to use the words multiple times before they can master them.
Calder suggests providing students with a list of the vocabulary words and asking them to
write sentences and discuss how the words have a different context in a different subject.
For example, the word cell has a different definition depending on the subject of science
and math. Calder also suggests some other oral language strategies that students enjoy to
help remember words. Students enjoy using props, such as post-it's, sticky tabs and
colored pens. They also benefit from making lists, working together to work with words
and playing with words that have multiple meanings. For example, they could make a
rap, song or silly sentences using the multiple meanings. Lastly, students enjoy word
searches and puzzles in teams to identify words. English-language learners benefit from
many opportunities to learn and work with meanings of vocabulary words with their
peers (Haynes, 2008).
The second method of teaching indirect vocabulary is by reading aloud frequently
to students. Children who are frequently read to have higher vocabulary knowledge than
those children who are not read to often. For students in the beginning stages of English,
use a walk through the main story events and main ideas before reading aloud. This
strategy will help them recognize words in the text while reading. Also, use some
sheltering strategies to make the language more understandable, such as restating words
or phrases, acting out and summarizing events, use gestures, props and sound effects as
you read (Schifini, 2010). For example, Seth, a third grade teacher, struggling with how
to best support his English-language learners found that the following worked well with
his students. First, like Schifini suggested, Seth took his students on a picture walk of the
text prior to reading and introduced some story vocabulary and allowed the students to
discuss the words and make predictions. During reading the story Seth stopped at various
points to clarify understanding of the text by asking questions and allowing students to
discuss their answers. Then Seth focused on the central text ideas by aiding the students
in filling out a story grammar chart focusing on setting, character, problem, events,
feelings, etc. Lastly, the students created their own text together relating to the book
(Silvanddings, Risko & Rampulla, 2009). The importance of a teacher reading aloud to
students is to model reading fluency and comprehension skills. The teacher shows the
students how to use reading strategies and the students can then implement the strategies
when they read. Modeling by the teacher can also relate to regular spelled sight words,
blending and segmenting words, writing mechanics and fluency. After reading aloud
with the students a text, the students should have an opportunity to partner read the text
with another student. Teachers may assign a section of the text or the whole, depending
on the age and level of the students. The students may be asked to focus on a particular
skill, such as summarizing as they read (Calderon, 2007). A study done in three first
grade classrooms over a period of fifteen weeks found that a read aloud intervention,
focusing on comprehension and vocabulary, versus a classroom with a less read aloud
focus, students in the intervention program measured significantly higher in
comprehension and slightly higher in vocabulary, proving that reading aloud does help
students (Taylor & Ysseldyke, 2007).
When reading aloud to students or when the students are reading a new text,
providing background knowledge is extremely important. Background knowledge
involves teaching students to access their stored memory and add to that information with
new knowledge. When students don't have background on a topic their motivation tends
to decrease because they are not interested or do not have the background of the material
Then teachers can connect their past learning to new learning by charting, journaling or
questioning to check for understanding and connect it to new learning (Rea & Mercuri,
2006). One way to provide background knowledge is to access knowledge that students
can bring from their native culture. Discussing weather, land features and artifacts or
showing pictures of video will help with background knowledge (Haynes, 2008).
Providing students with oral language daily, background knowledge and various
opportunities for read alouds greatly increase their vocabulary knowledge.
Another way to teach vocabulary directly is by pre-selecting specific words to
teach before reading selections. Leslie Martin from the Allegan ISD (2009) suggests
selecting three to ten words per selection. The words should be words that are critical to
understanding the text and they are likely to encounter again in the future. Then telling
the students the meaning of the words, asking questions about the word to further
understanding, and then review the words using an activity to conclude the selection.
Schilling (2010), suggests introducing words in memorable ways, such as songs, role
plays and photo stories. This will make learning the words fun; along with provide them
with a visual representation of the word. Rea and Mercuri (2006), recommend using
videos and movies to help students visualize text and build background knowledge. Now
with more access to technology tools such as United Streaming and YouTube can provide
teachers with many avenues to show movies or clips for background knowledge.
A student’s comprehension of a text is determined by their knowledge of words
(Colorin Colorado, 2007). The importance of choosing key words to teach is vital to
English language learner’s vocabulary development. According to the Colorin Colorado
(2007) website, teachers should teach key words that students will come across most
often in texts. A method to select vocabulary words to teach is to group the words into
three different tiers. Tier 1 words ELL learners need to know for everyday conversation.
They know the Tier 1 words in their primary language, however may not know the
English label for that word. For example, the word butterfly or uncle may not be know to
some ELL students but can easily be identified and labeled in a picture. Other confusing
words to ELL’s are words with multiple meanings. For example, the word march (like a
soldier), could mean marching in place or moving and marching. Further explanation is
needed for students to understand and recognize the difference (Colorin Colorado, 2007).
Some examples of tier 1 words are idioms, such as sit up and transition words that
connect sentences (so, finally, however) (Calderon, 2007). Some tier one words are
cognates, which consist of high frequency words that sound similar in Spanish and
English. Instruction in cognate tier 1 words is not necessarily needed because the students
will pick up on the familiarity (Colorin Colorado, 2007). On the other hand, some words
are false cognates, such as ropa in Spanish, may be familiar to the English word rope.
However, ropa means clothing in English so many students may have difficulty
recognizing those words and need instruction and practice (Calderon, 2007). Tier 2
words are common words, but not used as commonly in text or spoken aloud (Martin,
2009). Tier 2 words typically appear in grade level texts, thus tier 2 words should be the
words that are directly taught during vocabulary instruction. Tier 2 words are important
to understanding the text. For example, words associated with academic terms such as
setting, plot and characters. Also, certain numbers or countries mentioned in a text
(Colorin Colorado, 2007). Some criteria for identifying tier 2 words may include, words
that appear frequently across a variety of texts and through multiple subjects or contexts,
conceptual understanding words, such as cause and effect, contrast, comparison or word
that show examples, may be understood, however more description is needed for ELL
students to fully understand the meaning (Calderon, 2007). Tier 2 words may also
include polysemous words, which are most troublesome for ELL’s. For example, the
word table could be interpreted as a place people sit to eat at. However, in math a table is
an example of a chart (Calderon, 2007). Tier 3 words include words that limited to a
specific subject and are low frequency words (Martin, 2009). Tier 3 words may not
commonly be found in texts but when encountered they are extremely important to
understanding the content (Calderon, 2007). Some examples of tier 3 words are isotope,
peninsula, hyperbole and other content specific terms. There are no word lists for tier 1,
2 and 3 words. They vary based on the students, subject and text. Teachers will need to
analyze the words carefully before choosing which ones to instruct on (Calderon, 2007).
The methods used to teach vocabulary words vary, however some prove more
effective than others. According to Leslie Martin (2009), an effective routine for
teaching vocabulary begins with first introducing each word, one at a time. Say the word
aloud and allow the students to repeat the word. Then present a student friendly definition
of the word and provide an explanation of the definition. Next, illustrate the word by
using examples. The examples could be concrete, visual or verbal examples. Check for
student understanding of each word by asking processing questions about each
vocabulary word and distinguishing between examples and non-examples of the
definition. If time, the students may generate their own questions and examples of each
word. Lastly, review the words with the students using a word association activity or
working with the words (Martin, 2009). There are many strategies to teach vocabulary
words and review words. Choosing words and strategies that will best help English
Language Learners in the classroom is important to their comprehension development.
In order to expand student’s vocabulary knowledge it is important for students to
know how to use reference materials, such as dictionaries. For English-language
learners, using reference materials can prove difficult for students because of the various
definitions to sort through and choose from. Teachers should provide lessons in using
reference materials with students and practice frequently (Schifini, 2010). One way to
help with the frustration with reference materials is by providing students with translation
dictionaries when they are frustrated with words that confuse them. Then they may look
them up in their native language to aid with understanding (Christy, 2005).
A strategy for helping students learn or recognize words they may not be familiar
with is by teaching affixes. Many words in content area vocabulary include common
affixes. Students can even look at affixes in their native language and provide activities to
work with words common to them and translate that to the English language (Schifini,
2010). There are three important reasons to teach prefixes to students in the classroom.
First, prefixes are few and the few prefixes are used in many words. Second, most
prefixes contain meanings that are easily defined. Last, prefixes spellings are consistent.
To teach prefixes Blachowicz, Fisher and Watts-Taffe (2005), recommend the context
and definition strategy. First, teachers should present the prefix and attach four words
that contain the prefix. Then, define the prefix and use it in sentences that contain words
that include the prefix. Next, define the words in the sentences, and then allow the
students to explore the prefix by finding other words that fit with the prefix definition.
Another strategy is to allow the students to create a word family list of words with the
prefix, and then develop original words and definitions for fun and to help remember the
words by. Then students can create their own dictionary with their created words using
the prefix.
In order to remember and identify new vocabulary words students require practice
of the new vocabulary words and to see the words frequently in their learning or
everyday lives. One idea for students to see the vocabulary words frequently is to post a
word wall in the classroom. Teachers may choose to only have one word wall for
commonly used words or any number of word walls for different tiers of words. For
example, Judie Haynes (2008), a teacher, suggests two word walls. On one wall she
writes everyday words that her students need to practice. The words are removed when
the students master each word. On the second wall, she writes tier two words, or content
specific vocabulary. The students help her pick out the words for the word wall and they
keep track on their own in a binder for their own reference (Haynes, 2008). Vocabulary
should be reviewed each day using the strategies above or using games, activities,
flashcards and other vocabulary activities.
Students have the tendency to become bored with learning vocabulary if the same
strategies are used to practice vocabulary each day. One way to add variety to practicing
vocabulary is to play games with words. Students have fun, while practicing and
reinforcing vocabulary. An idea to introduce words is to use pictures to illustrate the
words as a puzzle activity. Students discuss how the picture relates to the word and the
activity could be extended by allowing students to write about the picture as well. Picture
puzzles allow exposure to words in many contexts, many ways to process meanings and a
visual cue to remember the word (International Reading Association, 2009). The
International Reading Association (2009) also recommends other games, such as music
puzzlers, where vocabulary is embedded in music lyrics and sung aloud. Students
discuss the context of the word and the meaning in the song. Students may also play
matching games with words and dice games where each side of the die provides a new
idea to practice the word. To extend the games even further, teachers may play Taboo
with words, where they need to describe the word but may not use any words listed on
the card that are associated with the words. Students love this because it is challenging,
yet fun and exciting. Pictionades (Pictionary, mixed with Charades) or either of the two
games in isolation is another fun way to get students moving while practicing vocabulary.
Lastly, students could play Jeopardy with their newly acquired words or as a review
game of previously learned words. Games engage students and make learning
vocabulary fun in the classroom.
The vocabulary instruction of the past typically consisted of a large amount of
words before reading a text and/or after, then a worksheet practicing the words.
Although some students may learn using worksheets, vocabulary instruction should be
varied and engaging, not just paper and pencil with a lack of discussion! Imagine being
in a foreign country and only knowing bits and pieces of what the people are saying all
around you. Although possibly not in such a severe case, many English Language
Learners feel like someone may in that situation: nervous and confused. The job of a
teacher is to build confidence and provide engaging, effective vocabulary strategies or
instruction in the classroom to take those students to the next level, increase their
knowledge and comprehension and teach them strategies to deal with unknown words.
By increasing student’s vocabulary knowledge, you unlock new meanings and
knowledge of texts students may not have previously been able to comprehend. Our
goal, as educators, is to take the students to that level and provide effective instruction
and reading success for not only English Language Learners, but all students in our
classrooms, motivating and encouraging students to turn into lifelong readers and
learners.