The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition wer...

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Bibliographic Details
Published in:Reading & writing Vol. 31; no. 4; pp. 965 - 989
Main Authors: August, Diane, Artzi, Lauren, Barr, Christopher, Francis, David
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.04.2018
Springer
Springer Nature B.V
Subjects:
Academic Discourse
Academic Language
Assignment
Bilingual Education
Bilingualism
Classrooms
Cognates
Comparative Analysis
Control Groups
Definitions
Direct Instruction
Education
Elementary education
Elementary School Students
English
English (Second Language)
English as a second language learning
English language
English Language Learners
English Learners
Experimental Groups
Grade 2
Intervention
Language and Literature
Language of Instruction
Language Usage
Learning
Linguistics
Literacy
Native Language
Neurology
Psycholinguistics
Reading Processes
Second Language Learning
Singing
Social Sciences
Songs
Spanish
Spanish language
Spanish Speaking
Spelling
Teachers
Teaching
Teaching Methods
Time on Task
Transitional Programs
Vocabulary
Vocabulary Development
Word Recognition
Words
Writing Instruction
Extended vocabulary instruction
Abstract and concrete non-cognates
Abstract and concrete cognates
Embedded vocabulary instruction
Young English learners
ISSN:0922-4777, 1573-0905
Online Access:Get full text
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Summary:This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-018-9821-1