Journal article
Developing science-specific, technical vocabulary of high school newcomer English learners
International journal of bilingual education and bilingualism, Vol.20(3), pp.252-271
04/16/2017
Handle:
https://hdl.handle.net/2376/116037
Abstract
This paper reports on the curriculum development stage for a larger science-literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the Science Vocabulary Support program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-post gains in student vocabulary retention were statistically (p < .005) and practically (d = .59) significant. These results, corroborated by weekly quizzes and interview and observational data, highlight the merit of specifically targeting science-specific, technical vocabulary for instructional interventions.
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Details
- Title
- Developing science-specific, technical vocabulary of high school newcomer English learners
- Creators
- Yuliya Ardasheva - Department of Teaching and Learning, Washington State University Tri-CitiesThomas R Tretter - Department of Middle and Secondary Education, College of Education and Human Development, University of Louisville
- Publication Details
- International journal of bilingual education and bilingualism, Vol.20(3), pp.252-271
- Academic Unit
- Teaching and Learning, Department of
- Publisher
- Routledge
- Grant note
- Sutherland Foundation Gift
- Identifiers
- 99900548176401842
- Language
- English
- Resource Type
- Journal article