Student-Centered Activities for Teaching Vocabulary

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Vocabulary acquisition is one of the essential aspects of language proficiency. Having a knowledge of only grammatical structures is not sufficient to contribute to a successful language acquisition. There should be a certain amount of vocabulary knowledge which can aid a foreign language competence. Following these lines, beginners are pressured to store many words in their memory and prepare them for instant use. Oxford and Scarcella (1994) suggest that vocabulary learning strategies help users of a foreign language (FL) reach certain number of remembered words. Thus, the knowledge of various language strategies can potentially aid reaching a high FL proficiency.

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

If time, ask students to come up with their own sentences using some of these vocabulary words.

Student centered means not following a pre-determined curriculum, and giving a voice to the student with regard to their learning goals. Teaching adults is not the same as teaching children. Materials must be sensitive and respectful of adult learners, and because adults face so many challenges in their daily lives, the learning must be relevant and meaningful.

Personally, I think repetition is one of the best method that I am using when I learn new vocabulary in English. However, when I observed children at the circle time last week, and I noticed children were not interested in the lessons that show children want to shrug off the repetition activity. Therefore, I totally agree with Jensen that “Too much of the same thing can be boring to the learner” (Jensen, 2005, p. 39). Therefore, as an educator, I need to take time to plan on the activities based on children’s interest. In addition, I necessity to be a little bit more creative in my curriculum planning.

The method of analysis used was manual content analysis of the interview and observations transcripts. Qualitative instrumental case study analysis best answered the research questions. Merriam (2009) explained that both collection and analysis of data in qualitative research should be used simultaneously, but the incorporation of data analysis with other tasks differentiates the qualitative research from the traditional research. Merriam (2009) added that data analysis is basically the method with which to make sense of data. According to Glesne (2011), a case study “tends to involve in-depth and other longitudinal examination with data gathered through participation, in depth interviewing, document collection and analysis” (p.22). To best understand which instructional vocabulary pedagogies are likely to improve reading

The biggest difference between student-centered education and traditional education is that with student-centered education a variety of teaching methods are used (Blumberg, 2008). People all learn in different ways and at different levels and using just one standard teaching method does not always work for everyone. Learner-centered education is beneficial to both the teacher and the student in that it provides the perfect environment for hands on learning. It allows for the instructor to tie the material to real work examples and situations while allowing the learner to relate the learning to their own experiences.

Purpose: To inform my audience a few ways to learn how to speak the foreign languages.

Teachers should respond to student’s error by correctly rephrasing what they have said rather than explicitly pointing out the error.

There are several ways that student-centered learning can be described, and they all lead back to the same basic idea, the student. First, student-centered learning can be defined as a discipline that involves the interaction of a team of students that experience creative learning to be used in the real world (Thornburg, 1995). Thornburg (1995) also mention that students are essential to the classroom, just like a team member is essential to a game. He says that teachers are part of the definition of student-centered learning, but they are not the main attraction. The students are the focus, and the teacher is the one who can assist among small groups of students. Eaton

ELLs and Vocabulary Erica Villarreal Concordia University Educational Research 5305 Dr. D. Hastings   TABLE OF CONTENTS Chapter One: Introduction...............................................................................................................3 Purpose Statement..................................................................................................4 Chapter Two: Literature Review..................................................................................................... 5 Chapter Three: Methodology........................................................................................................... 9 Hypothesis................................................................................................................

The participants of this study were the twelve students enrolled in my second period and sixth period language arts classes at Parkview Middle School. All students are classified with a disability. Ten students are classified with an emotional disability, one is classified other health impaired and one is classified with autism. The participants included nine male students and three female students. Three students were enrolled in sixth grade, three in seventh grade and six students were enrolled in eighth grade. Three students were African American, one Hispanic, and eight white students.

I currently teach an IT Essentials 2 course at Tritec Computer Training, the course is designed to teach individuals all aspects of network operating systems including web services, Linux and Windows. The IT Essentials 2 course runs for 96 hours distributed over 16 weeks (1 day per week).

Teaching vocabulary is something challenging, especially if it is done to elementary school students. It is chalenging because elementary school students usually do not like to learn something in a serious way. They are still children that like to play. A serious way in teaching will just make them bored. It is why teaching vocabulary to elementary school students requires creativity of the teacher. One of the alternatives that can be used to teach vocabulary to elementary school students is by using crossword puzzle. This essay will provide information on the implementation and the effectiveness of using crossword puzzle in