Chan V Zacharia 1984 154 Clr 178

Posted By Admin @ Feb 26, 2022

Crosson, A. C., McKeown, M. G., Robbins, K. P., & Brown, K. J. (2019). Key elements of robust vocabulary instruction for emergent bilingual adolescents. Language, speech, and hearing services in schools, 493-505.

This article discusses the robust vocabulary instruction along with the emergent of bilingual apprentices within the settings of both clinical and also broad classrooms. According to the authors, the robust vocabulary instruction puts more focus on the high application of words that are considered to be academic ones and which have abstract definitions and occur in the texts across the areas of content — some examples of these words mentioned in the article as ambiguous and moderate. A morphological analysis must infuse in vocabulary instruction for the emergent apprentices which highlighting the Latin origins.

The authors mentioned that the reason behind this is to support the students in solving some definition issues regarding some of the new and unfamiliar words for them. Furthermore, this morphological analysis will also act as a bridge to connect the semantic groups of associated words in the English language. Moreover, this study has presented specific structure components integrated into EL RAVE, which is a program of academic vocabulary intervention meant for the emergent bilingual apprentices in the middle school (Crosson, McKeown, Robbins, & Brown, 2019). This intervention program was established with a purpose to support the growth of vocabulary for those emergent bilingual apprentices.

In this study, the authors also have revealed the effective or ‘robust’ measures of the vocabulary instruction are such as; concentrates on a little amount of high words application along with the broad academic words, provides both definitional and contextual information around the targeted words, involves all of the apprentices in various, different, most excellent quality encounters, and, integrates recurrent occasions for some interactions whereas the apprentices discuss and utilize the academic words.

An interesting topic from this study is regarding EL RAVE design, the research has underlined its certain principles which are; creates cross-linguistic interactions to different Latinate languages as much as possible to support the apprentices remember and learn the definition, teaches semantic system for all of the apprentices, clearly illustrates the apprentices around the phonological and also orthographic shifts, train the apprentices for access fluency to root the definitions, and, highlights a flexible orientation of problem-solving in accordance with utilizing the Latin roots aimed at learning the meanings of academic words.

The study has resolved that it would be beneficial for all the apprentices who are designated emergent bilinguals in the US to equip themselves with knowledge and metalinguistic skills to advance their understanding of academic vocabulary (Crosson, McKeown, Robbins, & Brown, 2019).

Reference

Crosson, A. C., McKeown, M. G., Robbins, K. P., & Brown, K. J. (2019). Key elements of robust vocabulary instruction for emergent bilingual adolescents. Language, speech, and hearing services in schools, 493-505.