The Critical Role of Vocabulary Development for English Language Learners

TLDR

English‑language learners with slow vocabulary growth struggle to comprehend grade‑level text, perform poorly on assessments, and risk being labeled learning disabled. This article reviews research on vocabulary‑development methods for ELLs and discusses challenges in designing effective instruction. The review examines strategies for selecting words, leveraging students’ first language, and addressing limited instructional time. Key strategies identified include using cognates from the first language, ensuring mastery of basic words, and providing ample review and reinforcement.

Abstract

English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second-language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.