Examining Theories, Research and Practices in Vocabulary Instruction for English Learners

• In Event: The Connection Between Literacy Theories, Research, and Instructional Practice: Systematic Reviews

Abstract

Objectives
Vocabulary instruction is pivotal for literacy development. Although extensive research has been conducted, few studies have examined the translation of research into practice and the theoretical underpinnings of practice. Drawing on existing literature, including Moody et al. (2018), Wright and Cervetti (2017), and Black and Wright (2024), this study seeks to bridge the gap by pinpointing the literacy and second language acquisition (SLA) theories that inform vocabulary instruction recommendations for English learners (ELs) published in three prominent practitioner journals. It also seeks to assess trends and recommendations, and to examine shifts in instructional focus before and after the pandemic.
Theoretical Framework
The systematic review was guided by the theoretical frameworks presented inAlvermann et al. (2019), including fundamental literacy theories, such as schema and psycholinguistic theories, as well as social constructivism and sociocultural theories. Additionally, frameworks for pedagogical principles for second language instruction (e.g., Larsen-Freeman, 2000) were used to code and analyze vocabulary instructions systematically.
Methods
A systematic review of articles from three major practitioner journals was conducted. Articles pertaining to vocabulary learning and instruction for English Learners (ELs) published in the past decade were included. Articles were excluded if they were solely dedicated to reading or writing instruction without a clear focus on vocabulary. The articles included were systematically coded for student demographics, aspects of vocabulary instruction, instructional approaches and principles, and the guiding literacy and SLA theories. The coding achieved an 94% agreement rate among the coders.
Data Sources
Expanding Moody et al. (2018), a widely cited content and trend analysis of articles published in Reading Teacher and the Journal of Adolescent and Adult Literacy in the previous decade, the current review also included articles published in TESOL Journal. These journals are considered premier publications in their field, with a significant influence evident by the frequent citations of their articles in textbooks and professional development materials. The screening resulted in a total of 41 articles focusing on vocabulary instruction for ELs published in these journals during the past decade.
Results
The analysis shows that the majority of the vocabulary instruction was guided by schema and psycholinguistic theories, followed by social constructivism and sociocultural theories. These findings align with prior content and trend analyses of practitioner journals from the previous decade (Moody et al., 2018) and recent empirical research reviews (e.g., Black & Wright, 2024), which underscores the need to diversify theoretical frameworks and pedagogical approaches to explore the muti-dimensionality of vocabulary and to more effectively address the varied learning styles of ELs. Additionally, a shift towards multimodal approaches was observed in the post-pandemic era, which reflects a response to the opportunities uniquely afforded by digital learning environments (Moldavan et al., 2021).
Scholarly Significance
The study makes a unique contribution to the field by critically analyzing the theories and pedagogical principles that have guided vocabulary instruction for ELs over the past decade. This study highlights the importance of evolving vocabulary instruction incorporating diverse theories and methods, ensuring comprehensive and robust support for ELs' academic and literacy development.

Authors

• Yanfang Zeng, Texas A&M University

• Lu Chen, Texas A&M University

• Jr-An Lin, Texas A&M University

• Haoran Shen, Texas A&M University