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ERIC Number: EJ1171727
Record Type: Journal
Publication Date: 2018
Pages: 32
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0270-2711
An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning
Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean
Reading Psychology, v39 n3 p271-302 2018
This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies.
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; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas; North Carolina