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Session Summary

Disrupting the Status Quo in Vocabulary: Radically Rethinking "What," "Who," and "How" for Vocabulary Instruction

Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), Division C, Division C - Section 1a: Literacy Paper and Symposium Sessions

Session Type: Symposium

Abstract

This symposium presents research findings that disrupt prevailing perspectives and approaches related to vocabulary instruction. The importance of vocabulary for academic achievement is generally accepted, yet achievement inequities persist. Interventions often disproportionately benefit students with larger English vocabularies, resulting in the “Matthew effect” that further privileges specific groups of learners. Current models of vocabulary instruction fail to provide optimal instruction for all students. To better serve all students, vocabulary research must critically examine underlying assumptions, rethink current practices, and disrupt the status quo in vocabulary instruction. The session highlights gaps in current knowledge and practice, and presents innovative instructional approaches. Papers span early childhood through middle-school and focus on the needs of culturally and linguistically diverse and atypical learners.

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Papers