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Examining Vocabulary Learning Through Multimodal, Multilingual, Morphological, and Contextual Approaches
Sat, April 13, 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 8Session Type: Paper Session
Abstract
Paper 1 explores English vocabulary learning through shared e-book reading from a multimodal translanguaging perspective. It quantifies multimodal translanguaging practices and their impact on children's language learning, emphasizing the role of parents in supporting vocabulary acquisition.
Paper 2 investigates the significance of teacher gesturing in early childhood vocabulary learning. It examines variations in teacher gesturing and their influence on vocabulary acquisition.
Paper 3 classifies contextual clues in children's books to enhance classroom instruction in contextual analysis. It identifies the most prevalent clues in children's literature, offering practical implications for educators and teacher educators.
Paper 4 examines morphological problem-solving among Chinese high-school EFL students, assessing the impact of context support and morphemic structures on word-solving skills, considering learner and word attributes.
Sub Unit
Chair
Discussant
Papers
Multimodal Translanguaging Practices in English Vocabulary Learning During Shared Reading of a Bilingual Story E-book - Xinye Zhang, University of California - Davis; Dandan Yang, Boston College; Siyu Zhu, Hong Kong Polytechnic University; Shuai Xu, University of Illinois at Urbana-Champaign; Yan Ge, King's College London; Penelope Collins, University of California - Irvine; Mark Warschauer, University of California - Irvine
Teachers and Books That Support Use of Gesture for Vocabulary Learning - Sabina R. Neugebauer, Temple University; Lia E. Sandilos, Lehigh University; Maria Aguilar Walls, Temple University; Emmaline Ellis, West Chester University of Pennsylvania
Learning Unknown Words in Text: The Frequency of Context Clues - Susan P Dowds, St Cloud State University; Heather Rogers Haverback, Towson University; Meghan M. Parkinson, University of North Florida
Morphological Problem-Solving With Morphemic Structure and Context Support: Explore Impact of Learner and Word Attributes - Zhenjie Hou, University of Houston; Jie Zhang, University of Houston; Huan Zhang, Nanjing Normal University