An increasing number of students come from homes in which
English is not the primary language. From 1979 to 2003, the number of students
who spoke English with difficulty increased by 124 percent (National Center for
Education Statistics, 2005). In 2003, students who spoke English with
difficulty represented approximately 5 percent of the school population—up from
3 percent in 1979.
Diane
August and her colleagues (2005) suggest several strategies that appear to be
especially valuable for building the vocabularies of ELLs. These strategies include
taking advantage of students' first language if the language shares cognates
with English, teaching the meaning of basic words, and providing sufficient
review and reinforcement. Because English and Spanish share a large number of
cognate pairs, the first instructional strategy is especially useful for
Spanish-speaking ELLs. These students can draw on their cognate knowledge as a
means of figuring out unfamiliar words in English.
Strategies for ELLs:
- Take advantage of students' first language
- Teach the meaning of basic words
- Review and reinforcement
3. Lessonmodel for: Contextual analysis
Diamond, L. & Gutlohn, L.
(2006). Vocabulary Handbook.Consortium on Reading Excellence, Inc. Reproduction
of this material is prohibited without permission from the publisher.
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