Vocabulary Builders/word Walls
English language learners need direct vocabulary instruction from the language teacher.[43] While working with my student demographic, I was able to understand the direct need for vocabulary builders, and consistent reinforcement. At this beginning stage of language learning, teachers should focus their instruction on the most frequently occurring words in the language.[44] Focusing instruction on high frequency vocabulary ensures valuable teaching time is beneficial to all learners no matter their reasons for learning the language, learners gain knowledge to understand most of the words they encounter when reading texts.[45] It can be quite stressful for a teacher to make sure the vocabulary he or she is teaching will benefit the student, and not keep them for underperforming or not accomplishing the goal of language development. The author provides an interesting and very applicable statement. A competent language teacher prepares learners by introducing them to vocabulary learning strategies that can be applied during learners' independent language-focused learning. [46] Teachers should give learners opportunities to practice these strategies during direct instruction of high frequency vocabulary, so that learners not only learn the strategies to be applied at the later stage of vocabulary learning but also develop fluency in using high frequency vocabulary at the earlier stage.[47]
For students to create more independent reading habitats, an introduction of appropriate vocabulary learning strategies needs to be gradually introduced by the teacher.[48] An equal amount of vocabulary recall and new introduction will contribute to a student's success with the comprehension rate and language development. This teaching technique must be purposeful and meaningful. As long as deliberate learning and teaching of vocabulary is a part of a balanced language course being offered, that gives equal weight to meaning-focused input, meaning-focused output, language-focused learning, and fluency development teachers can rest assured that they are preparing students to be successful L2 vocabulary learners.[49] Learners should be encouraged to build their personal word banks under an instructor's guidance, as teachers could examine the students' vocabulary notebooks in order to understand more about learners' vocabulary learning progress or become aware of any potential vocabulary learning problems.[50]
When the unit is beginning, as you discuss words such as: Quinceañera, parties, celebrations, the teacher can create a word wall as an example on the first day. The teacher should create a clear expectation of what the word wall will look like. Once the student has a concept, they can continue to add to the word wall with their own examples. A good word wall should contain examples and non-examples, definitions and a picture. For example, Quinceañera could have images of dresses, cakes, people dancing. A definition could be the coming-of-age party for a young lady who is turning 15. A non-example could be something simple like someone just sitting down with a sad face, (opposite of a person who is partying), a chair and desk or the word boring. I like to make my non-examples totally different so the students know it is something they should not associate with the word being discussed for that day.
Comments: