Vocabulary Instruction for Young, Diverse Learners

Abstract

Literacy development, starting at the elementary level, is a fundamental approach for preparing students to achieve academically. This is especially true when addressing the learning needs of English language learners in U.S. schools. Vocabulary instruction plays a key role in the process. Research indicates how language proficiency negatively affects school-based learning experiences. This article highlights the instructional practices of a teacher in operationalizing vocabulary research into pragmatic strategies while teaching English language learners. It strengthens prior research suggesting that enriched oral language and vocabulary experiences directly correlate with improved learning and emphasizes the significance of high-quality vocabulary instruction for young children.