Examining the Impacts of Extended Vocabulary Instruction in Mixed-English-Proficiency Science Classrooms

Autor/inn/en	Van Orman, Dustin S. J.; Ardasheva, Yuliya; Carbonneau, Kira J.; Firestone, Jonah B.
Titel	Examining the Impacts of Extended Vocabulary Instruction in Mixed-English-Proficiency Science Classrooms
Quelle	In: Journal of Educational Research, 114 (2021) 1, S.74-88 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Orman, Dustin S. J.) ORCID (Ardasheva, Yuliya) ORCID (Carbonneau, Kira J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2021.1881754
Schlagwörter	Vocabulary Development; Academic Language; Science Instruction; Earth Science; Content and Language Integrated Learning; Content Area Reading; Reading Comprehension; Language Proficiency; English Language Learners; Native Speakers; Classroom Environment; Middle School Students; Grade 7; Early Adolescents; Program Effectiveness + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; CLIL; Lernkonzept; Sinnerfassendes Lesen; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Muttersprachler; Klassenklima; Unterrichtsklima; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, "Earth Systems and Catastrophic Events," in a longitudinal study investigating the effectiveness of the "Science Vocabulary Support" (SVS) program originally designed for sheltered classrooms. Four grade 7 classrooms, including 106 students (25% native English speakers; 29% former English learners [ELs]; 46% current ELs), participated in this quasi-experimental, matched-group study. Results indicated that students in SVS classrooms outperformed those experiencing regular instruction on science and targeted academic vocabulary, as well as on reading comprehension measures. We detected no significant program impact differences between current EL and proficient English-speaking students across measures. Results suggest that programs such as SVS may help teachers meet the needs of all students in mixed-English-proficiency classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01