Bilingual Word Power. Research Based Vocabulary Strategies for English Language LearnersReport as inadecuate




Bilingual Word Power. Research Based Vocabulary Strategies for English Language Learners - Download this document for free, or read online. Document in PDF available to download.



Intercultural Development Research Association

English language learners may bring linguistic knowledge in the area of cognates to their learning of new English words, but they also will have special vocabulary learning needs that English speakers will not. They need to learn basic, survival words that English speakers begin school knowing, words such as house, school, walk, and eat. They also need to learn the multiple meanings of many of these basic words. English lacks many of the morphemic markers that other languages have that can indicate what part of speech it is. Spanish, for example, has an extensive verb system that indicates person, number, and tense. Jugaremos is we will play. As a consequence, Spanish speakers have trouble knowing what syntactical function English words play, making it difficult for them to use context to determine word meanings. Play, for example, can be a noun, a verb, or an adjective. Translated into Spanish, a theater play is un drama, to play a game is jugar, to play an instrument is tocar, and a play thing is de juguete. In addition, many common phrases, expressions, and idioms cannot be translated directly and retain meaning. In its comprehensive review and analysis of 30 years of reading research, the National Reading Panel described five main methods of teaching vocabulary: (1) explicit instruction, such as providing definitions; (2) implicit instruction (exposure as students read widely); (3) multimedia methods, such as graphic representations and hypertext; (4) capacity methods in which practice is emphasized to make reading automatic; and (5) association methods in which learners draw connections between known and unknown words. [This document originally appeared in the IDRA Newsletter, however some accompanying charts and graphs may not be provided here.]

Descriptors: Written Language, Vocabulary Development, English (Second Language), Teaching Methods, Second Language Learning, English, Spanish, Second Language Instruction, Students





Author: Green, Laura Chris

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5268&id=ED484896







Related documents