Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

Autor/in	Gibson, Charles
Titel	Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies
Quelle	In: English Language Teaching, 9 (2016) 9, S.134-138 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English Language Learners; Achievement Gap; Literature Reviews; Vocabulary Development; Educational Practices; Teaching Methods; Metacognition; Learning Strategies; Computer Assisted Instruction; Spanish; Language Skills; Native Language; Morphology (Languages); Semantics + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computer based training; Computerunterstützter Unterricht; Spanisch; Language skill; Sprachkompetenz; Morphology; Morphologie; Semantik
Abstract	Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still exist. This research paper conducted a review of philosophical and scholarly literature which displayed evidence that vocabulary development is a major section that educators should consider focusing for better achievement with English as Second Language students. Implementing educational practices that promote high-frequency vocabulary learning, using teaching approaches that include cognitive and metacognitive strategy, along with incorporating computer-based instruction into language development activities were found to be effective strategies. The discussion of the identified strategies presented in the present review of literature concludes with recommendations for administrators and education professionals serving English Language Learners and English as Second Language students in various learning environments. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01