ERIC Number: EJ1133135
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 44
Developing Science-Specific, Technical Vocabulary of High School Newcomer English Learners
Ardasheva, Yuliya; Tretter, Thomas R.
International Journal of Bilingual Education and Bilingualism, v20 n3 p252-271 2017
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 < 0.005) and practically (d = 0.59) 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.
Descriptors: Vocabulary Development, Intervention, Teaching Methods, Observation, Literacy Education, Science Instruction, Program Development, Pretests Posttests, Retention (Psychology), English (Second Language), Second Language Learning, Instructional Effectiveness, Curriculum Development, High School Students, Statistical Analysis, Academic Discourse, Semi Structured Interviews, Quasiexperimental Design, Ethnography
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A