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Background: This article investigated the potential of Grade 3 English Second Language (ESL) teachers' vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn.Aim: This study sought to document and interrogate incidental and explicit Grade 3 ESL teachers' vocabulary development practices vis-à-vis learners' vocabulary needs.Setting: Three classrooms from one township and two diverse rural schools in three different districts of the Eastern Cape province of South Africa were observed. Methods:The case study sourced qualitative data through video and field notes recorded in classroom observations in 10 English First Additional Language classes for each teacher. Quantitative data on teacher talk vocabulary exposure and recycling were generated using the AntConc 3.2.4 software. Results:The study found that the incidental vocabulary development was compromised by low English language exposure occasioned by teachers' frequent recourse to the Home Language, little word recycling in classroom talk and lack of rich contexts in which words were encountered. Explicit vocabulary instructional practices mostly drew learners' attention to novel words and had a narrow range of strategies dealing with word meanings. Conclusion:In view of the manifest lack of a robust vocabulary development programme among ESL teachers, the study recommends planned and deliberate attention to vocabulary development on the teachers' part and a reconsideration of the learners' vocabulary needs and learner meaningful engagement in vocabulary development.

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Sound vocabulary repertoire is a requisite for reading and all learning. Teaching a language's vocabulary is a mammoth undertaking, unless particular lexical items are isolated and accorded explicit attention. Words taught explicitly should coincide with learners' core vocabulary needs. This study generates words reflective of South African Grade 3 learners' vocabulary needs for transition to Grade 4; a transition replete with challenges. We document challenges besetting the determination of learners' core vocabulary needs from a textbook corpus. These included words to exclude from the frequency counts, challenges presented by multiword units, the unit of counting for word frequency generation, among others. High frequency words from the Grade 4 textbook corpus were generated and compared against five available word frequency lists as well as across different subject areas. The present study's adapted unit of counting was applied to the word list with the whole process yielding 212 core words requisite for Grade 3 to 4 transition within the South African context. We advocate infusion of grade-specific core vocabulary lists in curriculum documents based on a robust large-scale word frequency generation process, among other things.