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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Vocabulary instruction and Mexican-American bilingual students: how two high school teachers integrate multiple strategies to build word consciousness in English language arts classrooms
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Vocabulary instruction and Mexican-American bilingual students: how two high school teachers integrate multiple strategies to build word consciousness in English language arts classrooms

机译:词汇教学和墨西哥裔美国双语学生:两位高中老师如何在英语艺术教室中整合多种策略来建立单词意识

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摘要

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA teachers use multiple strategies to build word consciousness in Mexican-American bilingual students. The study was conducted over 16 weeks. The sources of data were classroom observations, classroom videos, interviews, field notes, and teaching artifacts. The findings showed that the teachers integrated a variety of teaching strategies, including word analysis, cognate use, explicit scaffolding, online word search strategies, visual imaging, semantic mapping, and semantic feature analysis to connect instruction to background knowledge of their Mexican-American bilingual students and foster word consciousness in them. The findings suggest that it is crucially important that ELA teachers use multiple teaching strategies to make connections between vocabulary instruction and background knowledge that students bring from home and communities.
机译:尽管词汇知识对学生的学习具有重要意义,但有限的研究已经检查了英语艺术(ELA)老师的技能和做法,这些技巧和做法可能对在高中墨西哥裔美国双语学生中建立单词意识有效。本研究的研究目标是研究两名高中ELA老师如何使用多种策略在墨西哥裔美国双语学生中建立单词意识。该研究进行了16周。数据来源是课堂观察,课堂视频,访谈,现场笔记和教学文物。调查结果表明,教师整合了多种教学策略,包括单词分析,同源使用,显式脚手架,在线单词搜索策略,视觉图像,语义映射和语义特征分析,以将教学内容与他们的墨西哥裔美国人双语背景知识联系起来培养学生的单词意识。研究结果表明,至关重要的是,ELA老师应采用多种教学策略,将词汇教学与学生从家庭和社区带来的背景知识联系起来。

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