Fostering Vocabulary Knowledge of an English Language Learner Preschooler: Examination of Teacher’s Instruction and Scaffolding Practices

• In Event: Poster Session 5
  In Poster Session: Children Engaged in Early Childhood Environments

Abstract

This qualitative case study investigates teacher’s instruction and scaffolding practices in supporting vocabulary learning of an English language learner preschooler. Findings and discussion focus on how certain types of teacher instruction served the child to make vocabulary gains and how subsequent teacher scaffolds helped him reinforce word-meaning understandings. Study suggests that second language preschoolers might not have enough linguistic support to disambiguate the meaning of new or unfamiliar words or might not be able to exploit linguistic cues to derive complete word meanings through incidental exposures. They might rely more on explicit teacher support to make vocabulary gains. Therefore, teacher’s instruction and scaffolding practices might provide them with the crucial teacher support to facilitate and foster their vocabulary learning.

Author

• Ersoy Erdemir, Bogazici University