This includes helping with decoding (phonemic awareness and phonics), comprehension, and also fluency. Sinatra, Zygouris-Coe, and Dasinger (2011) note that: Learning vocabulary is a continual process of language and literacy development, which begins in the early years of life, and continues through schooling and beyond. Knowledge of vocabulary meanings affects children’s abilities to understand and use words appropriately during the language acts of listening, speaking, reading, and writing. Such knowledge influences the complexities and nuances of children’s thinking, how they communicate in the oral and written languages, and how well they will understand printed texts. It is crucial that children have explicit and robust instruction in vocabulary, to support their verbal and written communication. The explicit teaching of vocabulary allows students to access academic language and discourse, and facilitates their comprehension of increasingly complex texts. Vocabulary plays an important role in oral language development and early literacy (Hill, 2012). Konza (2016) notes the importance of explicit teaching of vocabulary to support students to become confident in a word’s meaning and use in context so that it will become part of their own repertoire.Įffective ways teaching of vocabulary involve the following main components (Sinatra, Zygouris-Coe, & Dasinger 2011): Paris (2005) identifies vocabulary as one of the unconstrained skills, meaning that it is a skill that we continue to develop over our life span. explicit teaching of appropriate vocabulary words (see tier 2 vocabulary below).multiple exposures to same words in varying contexts (speaking/listening, reading, writing).working with a partner or small group to analyse words.story retelling using key vocabulary from texts.
use of props or concrete objects to explain vocabulary.explicit discussion of comprehension together with vocabulary.ensuring vocabulary instruction is embedded across the curriculum.Supporting EAL/D learners to develop vocabulary Increasing EAL/D learners’ vocabulary is crucial in developing school literacies and participating in learning activities across the curriculum. EAL/D learners may already have the words to describe a known concept from their prior learning or past experiences. Some strategies for translating vocabulary in the classroom include: This knowledge can be transferred to English by using translation as a learning process. using printed bilingual dictionaries or home language picture dictionaries.using online translation tools or dictionaries.creating a ‘translation’ or ‘home language’ column on vocabulary or spelling lists.displaying multilingual word walls or vocabulary lists in the classroom.
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