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Claudia H. Sánchez-Gutiérrez; Pablo Robles-García; Mercedes Pérez Serrano – Language Teaching Research, 2025
Studies on teachers' beliefs about vocabulary learning and teaching have focused, so far, on English as a second language (L2), or foreign language (FL), in different contexts but little attention has been given to other L2s and FLs. In this study, 15 Spanish L2 instructors at large universities were interviewed in order to better understand where…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Teacher Attitudes
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhanna, Valencia; Beach, Kristen D. – Learning Disability Quarterly, 2022
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian T.; Suchlit, Luisana; Youkhanna, Valencia; Beach, Kristen D.; Widaman, Keith – Journal of Learning Disabilities, 2021
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…
Descriptors: Vocabulary Development, Middle School Students, English, Language Arts
Council of the Great City Schools, 2021
School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit…
Descriptors: English Language Learners, English (Second Language), Second Language Instruction, School Districts
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian T.; Suchlit, Luisana; Youkhana, Valencia; Beach, Kristen D.; Widaman, Keith – Grantee Submission, 2020
In this multi-year study, we taught English/Language Arts teachers of students with Learning Disabilities in middle school to incorporate 15 minutes of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…
Descriptors: Vocabulary Development, Middle School Students, English, Language Arts
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhana, Valencia; Beach, Kristen D. – Grantee Submission, 2020
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English Learners (EL). This research explored the effects of the third year of the CHAAOS (Creating Habits that Accelerate the Academic Language of Students) vocabulary intervention for eighth grade students who received…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
Smolen, Elaine R.; Wang, Ye; Hartman, Maria C.; Lee, Young-Sun – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's…
Descriptors: Hearing Impairments, Parent Child Relationship, Interpersonal Communication, Language Usage
Choi, Jane Younga; Lee, Jin Sook; Oh, Janet S. – Journal of Early Childhood Research, 2018
In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data…
Descriptors: Oral Language, Korean, English (Second Language), Second Language Learning
Blake, Robert J. – L2 Journal, 2020
L2 lexical studies have established that learners need to acquire knowledge of the first 3,000 most frequent words in order to enjoy 95% coverage of the vocabulary used in spontaneous speech (Nation 2006). However, there has been little data available that reveal how many of these most frequent words can be recognized by university language…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Bilingualism
Sunseri, Anita B.; Sunseri, Mary Anne – CATESOL Journal, 2019
Many students, especially English language learners (ELLs), struggle when they write. This study examined the various writing strategies 3 Spanish-speaking bilingual student teachers used to help their elementary school ELL students write. This was a case study that looked at how these student teachers used their primary language, among other…
Descriptors: English Language Learners, Writing Strategies, Bilingual Students, Student Teachers
Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E. – Reading and Writing: An Interdisciplinary Journal, 2017
We investigated general vocabulary and academic vocabulary growth trajectories of adolescent language minority students using an individual growth modeling approach. Our analytical sample included 3161 sixth- to eighth-grade students from an urban school district in California. The language minority students in our sample were classified as…
Descriptors: Vocabulary Development, High Achievement, Language Minorities, Limited English Speaking
Hiebert, Elfrieda H.; Scott, Judith A.; Castaneda, Ruben; Spichtig, Alexandra – Education Sciences, 2019
The two studies reported on in this paper examine the features of words that distinguish students' performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and…
Descriptors: Difficulty Level, English Language Learners, Elementary School Students, Secondary School Students
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Kim, Joyce J.; Knight Teague, Kerri; Orozco, Guadalupe; Jones, Brian T. – Grantee Submission, 2019
Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of 6th grade students with Learning Disabilities, over half of whom were also English Language Learners (ELL), to implement about 15 minutes of…
Descriptors: Vocabulary Development, English Language Learners, Grade 6, English for Academic Purposes
Ward, Shelley – ProQuest LLC, 2017
Language must be taught with academic vocabulary that is meaningful and that can be transferred between content and context. This comparative-descriptive research study examines how academic specific instruction increases students' learning of a second language acquisition (i.e., English). The conceptual framework of the study drew research…
Descriptors: English (Second Language), Second Language Learning, Academic Discourse, Vocabulary Development
Henry, Alyssa R.; Solari, Emily J. – Grantee Submission, 2020
Purpose: This study investigates the effects of an integrated oral language and listening comprehension intervention for early elementary students with ASD. Methods: Students (n = 43) were randomly assigned to intervention or control comparison conditions, with intervention students receiving instruction in small groups of 3 or 4. Groups were led…
Descriptors: Elementary School Students, Students with Disabilities, Autism, Pervasive Developmental Disorders