Investigating Different Methods of Vocabulary Instruction in a Science Summer School Program for English Learners in Elementary School

• In Event: English Learners in Science and Math Classrooms: Curriculum, Language Practices, and Learner Perceptions

Abstract

This study explored the efficacy of two methods of vocabulary instruction, extended and embedded vocabulary instruction, and the role of reinforcement in relation to each method. Extended vocabulary instruction involves students in deep processing of words. In embedded instruction, students are quickly provided with brief definitions of a word meaning. The intervention took place during the language arts block within a five-week summer school program. The language arts block was intended to reinforce academic language associated with the science concepts. Thirty teachers in 18 schools and 509 third and fourth grade Spanish-speaking English learners participated. Findings indicate that both methods of instruction were effective in helping English learners acquire the general academic and domain-specific science vocabulary.

Authors

• Christopher Daniel Barr, University of Houston

• Lauren Artzi, American Institutes for Research

• Diane L. August, American Institutes for Research