Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

Cuba, Melissa J.

doi:10.1177/1053451219855736

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Step 1: front-load vocabulary (Cuba, 2020), that is, pre-teaching vocabulary which arms students with the information that they need ahead of time to understand the target sentences and contextualize what is going on. I, therefore, suggest that right at the beginning of listening training or before class, the teacher or trainer should list the proper nouns and provide support as follows:…”

Section: Teaching Objectivesmentioning

confidence: 99%

Scaffolding Strategies for Training Anxiety-Stricken Novice Interpreters

2023

JSSHL

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Interpreting teaching and learning has long been a fret, particularly for novice undergraduate interpreters who suffer from higher levels of anxiety over their listening, note-taking, and production. This paper aims to ease this plight by offering various types of scaffolding, a method that has been maturely employed in language education. In this study, I use specific lecture examples to demonstrate how scaffolding can be used in each step of interpreting training for novices, including vocabulary building, active listening, discourse analysis, note-taking, production, shadow reading, and simultaneous interpreting. The present study may provide pedagogical implications for interpreter trainers and learning strategies for student or trainee interpreters.

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Section: Teaching Objectivesmentioning

confidence: 99%

Scaffolding Strategies for Training Anxiety-Stricken Novice Interpreters

2023

JSSHL

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“…We identified common strategies teachers use to support their vocabulary lessons, such as graphic organizers, word games, shared class journals, and word walls (Casteel & Narkawicz, 2007;Christopher et al, 2008;Cuba, 2020;Moody et al, 2018;Rogers & Petereit, 2005). Collaborating with our partner teachers and administrators, we developed vocabulary "word-wall" cards that we termed "Winning Words for Success."…”

Section: Development Of Community Partnershipsmentioning

confidence: 99%

Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort

Soper¹,

Geske²,

Bronner³

et al. 2022

jces

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Many students have difficulty understanding terms from the academic register such as “analyze,” “discuss,” and “compare.” This issue may be exacerbated for some Native American students, especially those who live on reservations with limited exposure to mainstream cultures. In this community-based participatory research project, academic investigators partnered with educators and community members from Native communities in Nebraska and South Dakota to expand students’ academic vocabulary and improve student achievement. Together, we formed a team in which community members collaborated with academic investigators to develop word-wall cards incorporating dual-coding theory—that is, combining visual and verbal cues—to help students understand academic vocabulary words. Paivio’s dual-coding theory postulates that verbal and visual information are encoded in separate but interconnected pathways and that concepts encoded via both pathways are more easily remembered. Accordingly, presenting information using multiple mediums, such as graphs, photographs, or demonstrations, may enhance learning. These cards were shared with community educators who used them in their classrooms. We present evidence that incorporating these multimodal tools into classrooms may improve students’ understanding of academic vocabulary. Through this partnership, educators in Native American communities were able to represent their lived experiences. Teachers and administrators in Native American and non-Native classrooms could easily partner with other experts to incorporate similar innovations in their own schools and classrooms.

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Promising Technologies and Their Uses for English Learners with Learning Disabilities

Fies

Ewoldt

2022

The TESOL Encyclopedia of English Language Teaching

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This entry is focused on the intersection of the learning needs of students who are English learners as well as students with learning disabilities, and promising digital technology tools and their pedagogically sound integration in classrooms with diverse learner populations. As this writing is contextualized in the tremendous impact of Covid‐19 on the education landscape, particular attention is paid to tools that are supportive of online learning. The authors include specific recommendations for technology integration, but also caution educators to proceed with careful attention to the needs of learners. In addition, they make the case that school administrators must support teachers through sustained professional development and through dedicated time for exploring and implementing technology enhancements.

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Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

Cited by 5 publications

References 13 publications

Scaffolding Strategies for Training Anxiety-Stricken Novice Interpreters

Scaffolding Strategies for Training Anxiety-Stricken Novice Interpreters

Improving Student Understanding of Academic Assessment Vocabulary Words Using Visual Cues: A Collaborative Effort

Promising Technologies and Their Uses for English Learners with Learning Disabilities

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