From Knowledge to Practice: Teachers’ Understanding and Implementation of Vocabulary Instruction for Elementary-Grade Multilingual Students

• In Event: Vocabulary Learning Across Diverse Contexts and Sites: Recent Innovative Methods of Study

Abstract

This study explored the alignment between theoretical knowledge and classroom practice in evidence-based vocabulary instruction among two upper-grade elementary teachers. Through analyzing interviews and classroom video recordings, it identified consistencies and discrepancies between teacher’s understanding and practices of evidence-based vocabulary instruction. Findings revealed that both teachers recognized the importance of vocabulary in reading development and applied various effective strategies, such as explicit instruction and visual aids. However, discrepancies were noted in the application of tiered vocabulary instruction and multi-meaning word strategies. The study underscored the importance of recognizing gaps between theoretical understanding and practice, and suggested that future research focus on both teacher’s perception of educational theories and their practical application of these theories in classroom settings.

Authors

• Xinyan Fu, North Carolina State University

• Jackie E. Relyea, North Carolina State University

• Dennis S. Davis, North Carolina State University