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Insights on Vocabulary Acquisition Trends among English Learners

This discussion from the 2008 IES conference delves into themes like multi-layered word knowledge, sophisticated measurement tools, and shaping the identity of English learners as border-crossers. It highlights the importance of rich word schemas and the need for new measurement techniques to define English language learners effectively.

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Insights on Vocabulary Acquisition Trends among English Learners

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  1. Discussion of three presentations exploring vocabulary acquisitionwith English learners Judith A. Scott University of California, Santa Cruz IES conference -2008

  2. What’s Hot and What’s Not Vocabulary

  3. What’s Hot and What’s Not Vocabulary

  4. What’s Hot and What’s Not English language learners

  5. Overarching themes • Importance of developing multi-layered knowledge about words • Need for sophisticated measurement tools • Importance of clarity in defining populations of English language learners • Need to develop the identity of English learners as “border-crossers” who embrace academic learning

  6. Importance of developing multi-layered knowledge about words • Multiple opportunities to see, hear and use the words • Incrementality of word learning • Multiple facets and rich connections are important for building rich word schemas

  7. Eruption Volcano Erupt Rupture Anger Eruptive Lava

  8. Need for sophisticated measurement tools • Traditional means of measuring vocabulary inadequate for the purpose of research. • Pearson, Hiebert & Kamil (2007)

  9. Defining English language learners How are studies defining who is or is not an English language learner?

  10. Developing the identity of English learners as “border-crossers” Students tend to keep Spanish and English separate “ I leave Spanish at the door when I walk into the classroom.”

  11. “Sometimes, like, you separate them [the languages]…like when you’re doing English, just focus on English. Then when you’re doing Spanish, just focus on Spanish. And if you need help, just think of both.” - Ariana, a fourth-grade English Learner

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