The Importance of Building Vocabulary for ELLs in the Pre
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Grand Canyon University *
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433N
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Linguistics
Date
Feb 20, 2024
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docx
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The Importance of Building Vocabulary for ELLs in the Pre-production and Early
Production Stages
Tayenne Arante
Grand Canyon University
ESL- 433N
Dr. Julie Pierce
September 14, 2021
2
Vocabulary knowledge is essential for a students’ academic success. Effective vocabulary instructions must be the goal of every educator not just those who specialize in English as a second language (Wessels, 2011). If students do not know the meaning of words, they will have a difficult time understanding the content at hand. In an article by Wessels (2011) she identifies necessary characteristics for students’ vocabulary learning. These characteristics include, accessing background knowledge, connecting unknown vocabulary learning, ensure opportunities for meaningful vocabulary use, providing multiple exposures, and focusing on higher level knowledge. Students are greatly benefited by these strategies that encourage vocabulary development, especially those within the pre-production and early production stages of their language acquisition. Before-Reading Phase
This phase is specifically designed to prepare the students for what they will encounter within the text and assist in developing domain knowledge (Wessel, 2011). Several strategies should be included during this preparation such as, activating background knowledge, the incorporation of known vocabulary, and the introduction of new and targeted vocabulary. When ELLs are able to connect current vocabulary to prior vocabulary it helps them better process what is being taught currently, like “connecting the dots”. This also creates greater opportunities for the ELL students to interact with classmates and teachers. The before-reading phase provides beneficial strategies for the teachers as well, allowing them to assess the students’ knowledge and make changes to instructions if needed.
During-Reading Phase
Connecting the dots, the during reading phase also consists of students revisiting their prior knowledge and linking it to the assigned text and targeted vocabulary.
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