Academic Vocabulary for English Language Learners

Megan W. Croal

Abstract

The researcher conducted a case study with an eighth-grade beginning English speaker to determine whether inclusion of all components of the SIOP model produced the best results for acquisition of academic vocabulary in the content area of social studies. The researcher conducted a six-week intervention in which the student was instructed using various components of the SIOP model during each two-week session and assessed at the beginning and ending of each two-week session. The researcher found that the student was able to acquire the most new academic vocabulary when it was the only skill explicitly taught. This study raises questions about the best ways to instruct English language learners in academic vocabulary, and whether process and English structure should be focused on simultaneously.