Addressing Science Vocabulary Needs of High School Newcomers

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-16 - Exploring Classroom Discourse, Vocabulary, and Academic Language Use in Second Language Learning

Abstract

This paper reports on the Science Vocabulary Support (SVS) program development, refinement, and evaluation with a population of high-school, newcomer English learners (ELs), a large portion of whom are refugees with interrupted formal schooling. SVS effectiveness was examined using: (a) weekly quizzes, (b) situated ethnographic approach, and (c) a pre/post-test, quasi-experimental design pilot study. Sample included 92 ELs enrolled in four Grade 9/10 classrooms. Results indicated that pre-to-post gains in vocabulary retention scores were statistically (p < .005) and practically (d = 0.59) significant. These results, corroborated by weekly vocabulary quizzes and interview and observational data, highlight the merit of specifically targeting science-specific, technical vocabulary for instruction and demonstrate the effectiveness of research-based vocabulary strategies with a new population.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Thomas R. Tretter, University of Louisville