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Robust vocabulary instruction is an essential aspect of instruction across the spectrum and it is of
particular significance for Second Language Learners. Many second-language learners might be
conversational in the target of focused language and can speak and articulate basic ideas but may
struggle with academic language. Academic language is a requisite for participation in academic
instruction and being able to read and comprehend texts. The International Literacy Association
lays out some components of academic language to keep in mind when instructing emergent
bilingual students:
Language structures
Genres
Discourse Letters
Strategic competencies
Many second-language learners are not commonly exposed to academic language and don’t
typically have many opportunities to use domain specific language for example. So, it is up to
the instructor to create appropriate learning environment where rich academic language can be
used properly and fluidly.
Vocabulary Development
Building students’ vocabulary requires explicit instruction of specific words, this helps students
develop word learning skills and strategies. Explicit teaching coupled with incidental learning is
an ideal formula for vocabulary development. Explicit teaching involves selecting a specific set
of words and then providing multiple exposures to the words to deepen understanding in addition
to offering students opportunities to use and practice the words in varied contexts such as peer
discussions, individual activities, and teacher-led group (DeKeyser, 2005). When teachers are
deciding which words to teach, considering vocabulary Tiers is helpful; Tier 1 words are basic
common vocabulary, Tier 2 are high-frequency words used across content areas and Tier 3 are
domain specific, vocabulary found in independent contexts. Incidental vocabulary instruction
includes listening to a wide range of texts, this could be; audiobooks, read alouds, books on tape
etc.