Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents / Amy C. Crosson, Margaret G. McKeown and Kelly P. Robbins.
Purpose: In this clinical focus, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility acad...
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| Main Authors: | , , , |
| Format: | eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2019.
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| 100 | 1 | |a Crosson, Amy C. | |
| 245 | 1 | 0 | |a Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents / |c Amy C. Crosson, Margaret G. McKeown and Kelly P. Robbins. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2019. | |
| 300 | |a 1 online resource (54 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
| 338 | |a online resource |b cr |2 rdacarrier. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Contract Number: R305A160401. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Junior High Schools. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Grade 7. | ||
| 500 | |a Educational level discussed: Grade 9. | ||
| 500 | |a Educational level discussed: High Schools. | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a Purpose: In this clinical focus, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., "diminish", "ambiguous"). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions: Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. [This paper was published in "Language, Speech, and Hearing Services in Schools" v50 n4 p493-505 2019.] | ||
| 524 | |a Grantee Submission. |2 ericd. | ||
| 650 | 0 | 7 | |a Vocabulary Development. |2 ericd. |
| 650 | 0 | 7 | |a Bilingualism. |2 ericd. |
| 650 | 0 | 7 | |a Inclusion. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Morphology (Languages) |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Semantics. |2 ericd. |
| 650 | 0 | 7 | |a Phonological Awareness. |2 ericd. |
| 650 | 0 | 7 | |a Middle School Students. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Language Impairments. |2 ericd. |
| 650 | 0 | 7 | |a Latin. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Grade 7. |2 ericd. |
| 650 | 0 | 7 | |a Grade 9. |2 ericd. |
| 650 | 0 | 7 | |a Immigrants. |2 ericd. |
| 650 | 0 | 7 | |a Urban Schools. |2 ericd. |
| 650 | 0 | 7 | |a High School Students. |2 ericd. |
| 700 | 1 | |a McKeown, Margaret G., |e author. | |
| 700 | 1 | |a Robbins, Kelly P., |e author. | |
| 700 | 1 | |a Brown, Kathleen J., |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED598969.pdf |z Full Text (via ERIC) |
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