ELs Require Tier 2 Vocabulary Instruction to Unlock Content Area Learning
By Mary K. Mansfield
How often do English Learners (ELs) communicate effectively with friends but struggle in grade-level classrooms? How many frustrated classroom teachers ask ESL/Bilingual teachers, “I know Maria knows English, so why is she not doing her homework and failing my class?” The answer to both questions is ELs are still mastering academic language and are not able to perform as well as grade-level peers. The biggest challenge ELs face is trying to acquire academic English and learn academic curriculum simultaneously. ELs are successful when ESL/Bilingual and content area teachers support learners through Tier 2 vocabulary development. Tier 2 academic vocabulary instruction is a key to unlocking grade-level text; this article provides simple strategies to infuse vocabulary instruction into ESL and mainstream classrooms. There are ten easy-to-implement techniques that give classroom teachers ideas for ensuring Tier 2 vocabulary instruction is available for ELs. When all educators support teaching Tier 2 vocabulary in content areas, ELs master the curriculum. This collaborative approach is part of the WIDA 2020 Framework Standards which will be implemented in New Jersey in 2023.
ELs Struggle with Academic Vocabulary
When there is cooperation between teachers providing targeted focus teaching academic language, performance measures show an increase in student language acquisition. WIDA’s English Language Development Standards Framework, 2020 Edition is a resource for classroom educators to enhance the work being done in schools to ensure ELs receive needed content and language learning. In a February 2022 WIDA News article, Montecillo Leider details how she uses the WIDA’s English Language Development Standards Framework, 2020 Edition working with pre-service teachers to prepare them for working with ELs. Having effective tools and resources allows teachers to focus on language needed to support ELs in classrooms.
Challenges to Learning Academic Vocabulary
Learning English and grade-level content at the same time is demanding. Without the same English foundation as their grade-level peers, upper level elementary ELs can struggle when their English reading abilities are not at “grade level”. Fourth-graders are reading to gain knowledge, unlike kindergarten through third-grade students who are learning to read (Friesen & Haigh, 2018). Younger ELs learn vocabulary skills and strategies along with peers. By the upper elementary grades reading support diminishes, and reading demands increase. Additionally, it is more demanding to acquire academic English vocabulary (or L2) when ELs do not have a foundation in their first language (L1) (Friesen & Haigh, 2018). It is challenging to acquire English without a firm basis of morphology and syntax in students’ L1.
Helping ELs Build Academic Vocabulary
Students with a larger academic vocabulary repository perform better in school. Research shows that ELs with greater academic vocabulary score higher reading achievement (Ford, Cabell, Konold, Invernizzi, & Gartland, 2012). When ELs do not have the language to participate in class interactions, understand text, or write at the same level as their peers, they miss valuable learning interactions. Some educators view ELs with a large repertoire of social language capable of learning at the same rate as native speakers, however without understanding how to incorporate academic language they cannot. How can teachers help students learn to acquire the vocabulary needed to learn with grade-level peers? One answer is to focus teaching on Tier 2 vocabulary words. Beck, McKeown, and Kucan developed the Three Tier Model that categorizes vocabulary into three groups (1) Tier 1 words are basic vocabulary words, (2) Tier 2 words are general academic and multiple-meaning words, and (3) Tier 3 words are area-specific content words (Sibold, 2011 p. 24). Learning Tier 2 words unlocks text for ELs. Words such as analysis, comparison, hypothesis, and produce help students comprehend text, contribute to class discussions, and perform well on written assignments and exams. Words such as left, park, and swing, easily confuse ELs because they are unaware of multiple meanings (Sibold, 2011). Tier 2 vocabulary is not always found in everyday conversations, so students only interact with them in a text (Linden, 2013). Acquiring Tier 2 vocabulary allows ELs to unlock learning in classrooms.
Teaching Academic Vocabulary
ELs learn academic vocabulary in classrooms through discussion and reading but providing explicit instruction gives students tools to be future independent learners. Acquiring Tier 2 words increases text understanding, appears in texts across content areas, and often belongs to word families (Linden, 2013). Sharing these instruction strategies with content and mainstream teachers provides ELs with the support they need in all their classrooms. Sibold (2011) recommends direct vocabulary instruction beginning with the students receiving new Tier 2 vocabulary. Then ELs read, pronounce and highlight words in the text. The lessons then focus on determining word meanings guided by teachers with before, during, and after reading activities. Learning words in context helps students build strategies to further their vocabulary development on their own in the future. To solidify their understanding, students connect the word to something already known, such as L1 vocabulary (Sibold, 2011). Attaching words to something familiar builds better understanding. Christ and Wang (2010, p. 86) provide four suggestions for vocabulary instruction.
- Target vocabulary exposure through thematic units providing students experience words in multiple subject areas.
- Provide explicit vocabulary teaching before, during, and after reading instruction, ensuring students understand underlying word meanings.
- Teach vocabulary through modeling, guided practice, and independent practice.
- Supply multiple vocabulary exposures through discussion, reading, and writing, guaranteeing students can use the words in different contexts.
Strategies for Classrooms
Sibold (2011) provides easy to implement strategies for direct classroom academic vocabulary instruction. The chart below provides selected strategies and suggests easy implementation ideas for classrooms.
Strategy | Implementation |
---|---|
Repeating Words | Recurrent practice helps ELs remember target vocabulary. Students practice vocabulary by (1) saying the word three times, (2) explaining the word, (3) writing a sentence with the word, and (4) saying the word again. |
Signal Word of the Day | A Tier 2 academic word is the signal to begin or finish class tasks for the day. The teacher checks in with ELs during the day for meaning resulting in repeated exposure to a word, increasing students recall. |
Read Aloud | While reading aloud, the class discusses definitions of Tier 2 words. ELs hear the words in a text and can connect meanings while reading. ELs gain a better understanding with repeated readings. |
Vocabulary Journals | Students keep word journals for subject areas, content units, or interdisciplinary thematic units. Students write words, definitions, L1, sentences, and illustrate to ensure understanding. |
Graphic Organizers | Teachers and students create anchor charts with unit vocabulary. Students create charts, such as the Frayer Model, to ensure understanding and connection to L1. |
Games | Games are a fun method of practicing academic vocabulary. A few games to try are Jeopardy, Scrabble, and Hangman. |
Quick Writing | ELs respond individually or in pairs in writing to teacher questions. Examples include, What do you think precipitation means? Where have you hear the word container used? |
Word Walls | Word walls are not just for kindergarten and first grade. When academic vocabulary is in the classroom it is visually available for ELs, encouraging use in discussion, reading, and writing. Providing L1 translations helps students even more. |
(Sibold, 2011, p. 26-28)
Supporting ELs in Mainstream Classrooms
When mainstream and content classroom teachers do not understand the intricacies of second language acquisition, they become frustrated because ELs have trouble mastering content area curriculum. Teachers are not familiar with Cummins’ postulate that it takes approximately five to seven years to develop CALP (Ferlazzo, 2014). ELs need to acquire years of academic language prior to attaining the same level as their peers. Research shows combined content and vocabulary instruction benefit ELs (Cervetti & Hiebert, 2015). ELs’ academic language increases when all educators support ELs with vocabulary development. ESL/Bilingual teachers are not solely responsible for students’ language development, content and mainstream teachers as well as administrators should understand the benefits of directly teaching academic and content vocabulary.
Suggestions for Classroom Teachers
All students win when content and mainstream classroom educators assist in developing ELs’ language. Classroom teachers need to understand language and vocabulary development for ELs and how to help acquire the academic vocabulary for their specific content area (Lopez & Iribarren, 2014). The list below shares ten suggestions for classroom teachers to support ELs in their vocabulary development.
- Understand the stages of second language acquisition and how Tier 2 vocabulary impacts learning (Lopez & Iribarren, 2014). Although second language acquisition is similar to L1 acquisition, it is not the same. Knowledge of the stages helps understand student linguistic needs.
- Realize English language proficiency (ELP) levels impact student performance (Pereira & de Oliveira, 2015). Knowing where students are in their listening, speaking, reading, and writing journey assists in developing appropriate assignments and assessments for ELs.
- Display English language objectives in addition to content area objectives (Goldenberg, 2008). Providing language objectives in writing gives a visual reminder of goals for developing academic language and vocabulary.
- Support in adapting curriculum to ELP levels empowering ELs to meet content objectives (Pereira & de Oliveira, 2015). Adapting curriculum ensures ELs successfully master required learning, minimizes potential gaps, and builds a foundation for future success.
- Furnish content in L1 and English (Kaplan, 2019). Building on ELs’ L1 facilitates learning in L2. Additionally, students familiar with curriculum content have an easier time mastering new vocabulary.
- Preview words and text in L1 (Goldenberg, 2008). Using students’ L1 provides background knowledge, increasing comprehension.
- Supply printed copies of text with highlighted Tier 2 vocabulary (Goldenberg, 2008). Alternatively, ensure students know how to use computer tools to manipulate online text.
- Develop question and response sentence frames so that ELs are comfortable contributing to class discussions (Ferlazzo, 2014). Sentence frames provide a low anxiety tool to participate in partner, small group, or whole-class conversations.
- Grant ELs extra time to work with peers and teachers (Goldenberg, 2008). ELs need more time to process learning. Encouraging conversation and study with native-speaking peers further develops academic vocabulary.
- Provide opportunities for additional practice with vocabulary (Goldenberg, 2008). Repeated exposure to academic vocabulary in multiple circumstances assists acquisition.
Conclusion
English Learners may struggle to learn academic content and L2 but achieve success when receiving targeted Tier 2 vocabulary development. Student achievement gaps develop if they have not acquired the language used in the curriculum, discussion, and texts. When students encounter academic vocabulary they are unfamiliar with, content comprehension suffers. ESL/Bilingual and classroom teachers need to understand their vital role in assisting ELs to unlock academic vocabulary to support all content area learning and straightforward Tier 2 teaching strategies for ESL/Bilingual and classroom teachers enable academic vocabulary acquisition leading to student success.
The Author – Mary K. Mansfield is the ELL teacher at Medford Township Public Schools where she assisted in developing the English as a Second Language program in 2010. She is an active member of NJTESOL/NJBE, serving as Burlington County Chapter Leader. Ms. Mansfield believes understanding academic vocabulary is a key component of EL’s successful learning.
Burns, M. K., & Helman, L. A. (2009). Relationship between language skills and acquisition rate of sight words among English language learners. Literacy Research and Instruction, 48(3), 221–232.
Cervetti, G. N., & Hiebert, E. H. (2015). The sixth pillar of reading instruction. Reading Teacher, 68(7), 548–551. https://doi.org/10.1002/trtr.1343
Christ T., & Wang X. C. (2010). Bridging the vocabulary gap: What the research tells us about vocabulary instruction in early childhood. YC Young Children, 65(4), 84–91.
Ferlazzo, L. (2014). English-language learners and academic language. Edutopia.com. https://www.edutopia.org/blog/english-language-learners-academic-language-larry-ferlazzo
Ford, K., Cabell, S., Konold, T., Invernizzi, M., & Gartland, L. (2013). Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten. Reading & Writing, 26(6), 889–912. https://link.springer.com/article/10.1007/s11145-012-9397-0
Friesen, D. C., & Haigh, C. A. (2018). How and why strategy instruction can improve second language reading comprehension: A Review. Reading Matrix: An International Online Journal, 18(1), 1–18.
Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. Aft.org. https://www.aft.org/sites/default/files/periodicals/goldenberg.pdf
Kaplan, E. (2019). 6 essential strategies for teaching English language learners. Edutopia.org. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners
Liben, D. (2013). Which words do I teach and how? Archivethecore.org. https://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
López, F., & Iribarren, J. (2014). Creating and sustaining inclusive instructional settings for English language learners: Why, what, and how. Theory Into Practice, 53(2), 106–114. https://doi.org/10.1080/00405841.2014.885810
Montecillo Leider, C. (2022). WIDA voices from the field: Creating a culture of shared responsibility in teacher education. WIDA wida.wisc.edu
https://wida.wisc.edu/about/news/wida-voices-field-creating-culture-shared-responsibility-teacher-education
Sibold, C. (2011). Building English language learners’ academic vocabulary: Strategies & tips. Multicultural Education, 18(2), 24-28.