Timothy R. Blair

Vocabulary Strategies for Linguistically Diverse Learners

This article reflects the following This We Believe characteristics: An inviting, supportive and safe environment — High expectations for every member of the learning community — Multiple learning and teaching approaches that respond to student diversity The number of culturally and linguistically diverse learners in American classrooms is growing at an astounding rate (Lindholm-Leary, 2000; Young & Hadaway, 2006). In fact, according to the U.S. Department of Education, the number of students for whom English is a second language has doubled over the past decade, with more than 400 different languages spoken throughout the United States (Kindler, 2002; Young & Hadaway, 2006). These changes in our classroom demographics make it imperative that today’s teachers be well prepared to teach reading to a student population having great diversity in terms of culture, background, native language, and reading abilities (Nichols, Rupley, Webb-Johnson, & Tlusty, 2000). This column will address one of the major concerns of teachers of linguistically diverse learners: vocabulary development. We begin with a brief discussion of the variations in the language systems of students with limited English proficiency (LEP) and then continue with a rationale for focusing on vocabulary and concept development as a major means of improving students’ comprehension. Then, we illustrate time-tested strategies for developing vocabulary through interactive discussion, collaborative learning, and engaged teaching. We conclude with some general suggestions for improving instruction for not only diverse learners but for students of all ability levels.

Motivating Students to Actively Engage in Reading.

An understanding of human motivation is an essential component of effective reading instruction. Rather than rely totally upon making activities “fun” for students, this paper proposes that the understanding of basic theories of motivation can result in a pervasive concern for motivation in the classroom. Utilizing a balance of intrinsic and extrinsic means of motivation, teachers can set the stage for increased involvement and learning.