Why is teaching ESL students vocabulary so important?
Research shows that vocabulary affects reading achievement.
Vocabulary knowledge affects a students participation insocial and academic classroom routines.
Vocabulary helps improve comprehension and written expression.
Vocabulary instruction promotes learning in all contexts.
Poverty can be a problem that affects vocabulary development.
Second language acquisition influences vocabulary and creates discrepancies in reading performance.
How does a student learn words?
Levels of Word Knowledge
1.Unknown- I've never heard that word before.
2.Knowledge that word exists- I've heard that word before.
3. Partial knowledge- Vague or general understanding of word.
4.Complete knowledge- Can use the word comfortably in speaking and writing. Deep word knowledge happens through rich, varied and multiple word exposure. There are two types of Vocabulary :
1. Word recognition- Words a student can pronounce by sight in print. (Receptive words)
2. Meaning Vocabulary- Words that a student can define or attach a meaning too. This includes speaking vocabulary.(Expressive words) The goal of vocabulary development is to move words from the receptive level to the expressive level.
The STAR Model of Teaching New Words
S-elect- Select the best words to receive instructional attention and that are essential to the learning of a selection, text, content,or story. T-each - Teach before, during, and after reading or content. A-ctivate/analyze/apply- The student does this part by using it in context and learning its meaning. R-evisit- The teacher uses words in a comprehension discussion, review, games, writing or other ways.
Strategies for Classroom Teachers of ELL's to Provide a More Effective Vocabulary Learning Environment
1. Avoid lecturing.
Find ways for ELL's to receive comprehensible input by speaking slower, using gestures and body language.
Use explicit/direct instruction.
Teach comprehension strategies.
Avoid drill, repetition and learning lists.
2. Make lessons visual.
Use graphs, maps, photos, pictures, drawings and charts.
Use examples.
Have a print rich environment.
Use interesting activities such as word flashcards or pictures.
Demonstrate words thru acting or miming.
3.Link new info to prior knowledge.
Link instruction to a students' personal, cultural, and world experiences.
Read aloud to students daily. Why? Children's literature contains more difficult vocabulary than TV shows
Use opposites and associated ideas.
4. Define key concepts.
Tie language and content objectives to concepts.
Post word concepts in the room.
5. Modify Vocabulary instruction for ELL's.
Use direct instruction for new words.
Teachers should provide pronunciation practice and word walls.
Differentiate instruction based on student needs.
Play vocabulary games.
Offer spelling bees and creative writing activities
6.Use Cooperative Learning.
Working in groups helps ELL students with discussing concepts.
Offer students word building opportunities by exposing them to play and good books.
7.Modify testing and homework.
Use alternatives methods like: oral drawings, physical responses(act it out), manipulative items, and study guides.
Engaging Vocabulary Games for ESL students
1. Hangman
Teacher or students come up with a word then put dashes on board for each letter in the word.
Students guess letters and wrong answers build a hangman. Great way to practice spelling words.
2. I Went to Town
The first student starts and and says"I went to town and bought a goat."
The nest student repeats first students sentence but also adds an item of their own.
3.20 Questions
A student thinks of a noun and everyone else has 20 questions to try and guess it.
Students should use full sentences when asking questions.
4.I Spy
Someone describes a word and students have to guess it.
5.Word Count
Students are given 50 cards with consonants on them and 10 vowel cards.
Each team gets nine cards choosing either vowels and consonants.
The team has 1 minute to make as many words as they can with the cards.
Points are awarded for every letter in each word.
6.Vocabulary Bingo
Choose words and write on board. Have students choose their own words to from the board to put into a 16 square bingo form.
Read a definition or synonym and have them cover a square if they think they have the word.
7. Me too
Everyone sits in a circle and is given ten small objects like coins or beans.
One person in the circle says something they have done and anyone who has done it puts one of their items in the middle.
Each person takes a turn saying something they have done until someone has thrown all their items in the middle.
8. Acting out Adjectives
This game is like charades. A student is given a word to act out in front of the class.
Start simple and then move to harder words.
Blachowicz, C., Fisher, P. (2004) "Vocabulary lessons." Educational Leadership
Blachowicz,C., Fisher,P., Watts-Taffe,S. (2005) Integrated Vocabulary Instruction: Meeting the needs of diverse learners in grades K-5. Naperville, IL : Learning Point Associates.
Haynes. J. (2010) Teaching English language learners across the content areas (ASCD)
Teaching Vocabulary to ESL Students__
Why is teaching ESL students vocabulary so important?
How does a student learn words?
Levels of Word Knowledge1.Unknown- I've never heard that word before.
2.Knowledge that word exists- I've heard that word before.
3. Partial knowledge- Vague or general understanding of word.
4.Complete knowledge- Can use the word comfortably in speaking and writing.
Deep word knowledge happens through rich, varied and multiple word exposure.
There are two types of Vocabulary :
1. Word recognition- Words a student can pronounce by sight in print. (Receptive words)
2. Meaning Vocabulary- Words that a student can define or attach a meaning too. This includes speaking vocabulary.(Expressive words)
The goal of vocabulary development is to move words from the receptive level to the expressive level.
The STAR Model of Teaching New Words
S-elect- Select the best words to receive instructional attention and that are essential to the learning of a selection, text, content,or story.T-each - Teach before, during, and after reading or content.
A-ctivate/analyze/apply- The student does this part by using it in context and learning its meaning.
R-evisit- The teacher uses words in a comprehension discussion, review, games, writing or other ways.
Strategies for Classroom Teachers of ELL's to Provide a More Effective Vocabulary Learning Environment
1. Avoid lecturing.- Find ways for ELL's to receive comprehensible input by speaking slower, using gestures and body language.
- Use explicit/direct instruction.
- Teach comprehension strategies.
- Avoid drill, repetition and learning lists.
2. Make lessons visual.- Use graphs, maps, photos, pictures, drawings and charts.
- Use examples.
- Have a print rich environment.
- Use interesting activities such as word flashcards or pictures.
- Demonstrate words thru acting or miming.
3.Link new info to prior knowledge.- Link instruction to a students' personal, cultural, and world experiences.
- Read aloud to students daily. Why? Children's literature contains more difficult vocabulary than TV shows
- Use opposites and associated ideas.
4. Define key concepts.- Tie language and content objectives to concepts.
- Post word concepts in the room.
5. Modify Vocabulary instruction for ELL's.- Use direct instruction for new words.
- Teachers should provide pronunciation practice and word walls.
- Differentiate instruction based on student needs.
- Play vocabulary games.
- Offer spelling bees and creative writing activities
6.Use Cooperative Learning.- Working in groups helps ELL students with discussing concepts.
- Offer students word building opportunities by exposing them to play and good books.
7.Modify testing and homework.Engaging Vocabulary Games for ESL students
1. HangmanTeacher or students come up with a word then put dashes on board for each letter in the word.
Students guess letters and wrong answers build a hangman. Great way to practice spelling words.
2. I Went to Town
The first student starts and and says"I went to town and bought a goat."
The nest student repeats first students sentence but also adds an item of their own.
3.20 Questions
A student thinks of a noun and everyone else has 20 questions to try and guess it.
Students should use full sentences when asking questions.
4.I Spy
Someone describes a word and students have to guess it.
5.Word Count
Students are given 50 cards with consonants on them and 10 vowel cards.
Each team gets nine cards choosing either vowels and consonants.
The team has 1 minute to make as many words as they can with the cards.
Points are awarded for every letter in each word.
6.Vocabulary Bingo
Choose words and write on board. Have students choose their own words to from the board to put into a 16 square bingo form.
Read a definition or synonym and have them cover a square if they think they have the word.
7. Me too
Everyone sits in a circle and is given ten small objects like coins or beans.
One person in the circle says something they have done and anyone who has done it puts one of their items in the middle.
Each person takes a turn saying something they have done until someone has thrown all their items in the middle.
8. Acting out Adjectives
This game is like charades. A student is given a word to act out in front of the class.
Start simple and then move to harder words.
References
Ameh, T. (2011) ESL class icebreakers. Retrieved from
http://www.ehow.com/info_11403533_esl-class-ice-breakers.html
Beglan, R. ESL vocabulary games. Retrieved from
http://www.ehow.com/info_7934464_esl-vocabulary-games.html
Blachowicz, C., Fisher, P. (2004) "Vocabulary lessons." Educational Leadership
Blachowicz,C., Fisher,P., Watts-Taffe,S. (2005) Integrated Vocabulary Instruction:
Meeting the needs of diverse learners in grades K-5. Naperville, IL : Learning Point Associates.
Haynes. J. (2010) Teaching English language learners across the content areas (ASCD)
How to teach vocabulary to ESL students. Retrieved from
http://www.ehow.com/how_4499229_teach-vocabulary-esl-students.html
Piccolo, L. (2010). Ideas for teaching vocabulary to English language learners.
TEFL teacher trainer manual. Modana, France.
Strong, J. How to teach vocabulary with games. Retrieved from
http://www.ehow.com/how_541117479_teach-vocabulary-games.html
Szeto, J.(2010) How to teach vocabulary to ESL students. Retrieved from
http://joanna-szeto.suite101.com/how-to-teach-vocabulary-to-esl-students-a195796/print
Teaching English Vocabulary. Retrieved from
http://www.myenglishlanguage.com/teaching-vocabulary.htm