In Chapter 1 of Teaching Vocabulary to English Language Learners, the authors suggest that ESL students can gain adequacy in word-level skills, learning decoding, word recognition and spelling, but do not gain adequacy in text-level skills, including reading comprehension and writing. Thus, students and teachers can improve. On reviewing the literature and research, one may learn the disparity exists because of the vocabulary. According to the text, native English learners gain an average of 3,000 or more new words annually, accounting for rapid gains in reading comprehension and language acquisition. Growth in vocabulary enables students to distinguish meaning in words, and aids in textual ability and speaking development. English language learners, or students that come from homes where other languages apart from English are spoken, may also enjoy rapid gains in vocabulary, but may not have the instructional time needed to close the gap that exists between English-proficient students.
Studies suggest many kindergarten and 1st grade classrooms, including those examined in urban CA and Texas settings, report seven percent or less of classroom time spent on vocabulary. This is true even when vocabulary knowledge in kindergarten and 1st grade is shown as a significant predictor of reading comprehension, and when vocabulary difficulty may influence reading ability and comprehension of textual references. Further, studies according to the text, demonstrate that better vocabulary acquisition and teaching vocabulary improves word recognition, contributing to stronger language and textual comprehension and understanding. Underlie school failure among minority or disadvantaged students may be associated with vocabulary weaknesses.
Fortunately, many methods exist for improving vocabulary and language development among ELL students. The text suggests immersing students in multiple language experiences, providing students an opportunity to gain knowledge of words and vocabulary through listening, speaking and utilization of vocabulary in various settings. Students can engage in discussions through opportunities to discuss topics, becoming proficient with English as a principle language by using words in multiple contexts. Students can also increase vocabularies by learning individual words through individual instruction and through using word parts to understand the meanings of words. Further, words can be used in context, meaning using words in context or in sentences, and through relevant association.
In, “Second-Language, Literacy Instruction: A Position Statement of the International Reading Association,” the writer suggests that students come to school initially with strength in their home language, and literacy instruction has the ability to build on those strengths. In the U.S., children with limited English ability rose from one and a half million to 9.9 million in recent years. By 2060, the percent of children in the U.S. with languages other than English as their primary language is expected to reach nearly 40 percent, suggesting a dramatic increase in the need for ELL services. Many second-language learners come from poverty backgrounds or have parents with low education levels. Considerations when determining the needs of second-language learning include the need to facilitate learning through joint productive activity, occurring among teachers and collaboration with students. Further, the research review suggests a need to develop competencies in the language and literacy instruction that needs to be met in all subjects, not only English and reading. Further, students will excel according to studies, when challenged in cognitive complexity, and lastly, educators and administrators must focus on increasing student dialogue, in particular instructional conversations. Students with English as a second language may benefit from parents that become informed regarding educational options available, and by understanding that schooling can help children develop their strengths in their native language in addition to their home language. Further, teachers can benefit students by pursuing professional development in their second-language literacy, and by becoming more familiar with the language issues affecting schools. Teachers should also work to gather additional information from community members and parents to further student education and learning.
In McLaughlin (2012) print discussion, “Creating Guided Comprehension Centers, the research suggests that purposeful, authentic opportunities for students to independently engage comprehension strategies can best enhance student instruction. The authors suggest that comprehension centers can promote greater learning for English learners by offering methods for integrating English learning and comprehension strategies. A comprehension center is described as one that may offer specific instruction in reading skills, or one that is a theme-based center, focused on content, while others may focus on fluency or processes. Thus, one may come to understand that comprehension centers are created with specific focuses and programs in mind, to enable greater learning and achievement in specific student areas, integrating supports, textual interaction and hands on learning among students whenever possible.
Students may learn from various methods when engaged in comprehension centers. Different programs may offer their own unique methods of learning. Students must learn how to use a center to create the best learning experience. For example, students should become familiar with a theme-related center where writing stories is the focus of the center, to develop a plan for entering and facilitating the best possible achievement when creating creative or short stories. English learners have an opportunity to become accustomed to learning a set routine in each center, and targeting a particular area that requires development when engaged at a community comprehension center. These programs have the ability to ensure that students can learn in both their native language, and in the English language, to learn from culturally relevant material, and to integrate many modes of thinking into their learning processes.
