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ERIC Number: EJ862132
Record Type: Journal
Publication Date: 2009-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1081-3004
Building Academic Vocabulary in After-School Settings: Games for Growth with Middle School English-Language Learners
Townsend, Dianna
Journal of Adolescent & Adult Literacy, v53 n3 p242-251 Nov 2009
Adolescent English-language learners (ELLs) encounter increasingly difficult academic language as they progress through school. This article describes the design of an after-school intervention, Language Workshop, created to help middle school ELLs build their knowledge of academic vocabulary words. Evidence-based principles of vocabulary instruction for ELLs are explained, such as the importance of multiple exposures to words in multiple contexts, opportunities to practice and personalize word meanings, and visual support for words. Accompanying activities and games are also described. Because the intervention took place in a voluntary after-school program, engagement was a priority. Therefore, the games and activities are highly interactive and collaborative while also linked to empirical vocabulary research. The article provides a description of the Language Workshop study, demonstrating the effectiveness of the program. (Contains 2 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A