Bibliographic Details
| Title: |
Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners. |
| Authors: |
Seifert, Susanne1 susanne.seifert@uni-graz.at, Kulmhofer, Andrea2 a.kulmhofer@icloud.com, Paleczek, Lisa1 lisa.paleczek@uni-graz.at, Schwab, Susanne1 susanne.schwab@uni-graz.at, Gasteiger-Klicpera, Barbara1 barbara.gasteiger@uni-graz.at |
| Source: |
Early Childhood Education Journal. May2017, Vol. 45 Issue 3, p333-345. 13p. 1 Illustration, 2 Diagrams, 3 Charts. |
| Subject Terms: |
*Second language acquisition, *Learning strategy instruction, *Reading, *Vocabulary education, *Teacher training |
| Abstract: |
The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this 'foreign' language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized. [ABSTRACT FROM AUTHOR] |
|
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
