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Translation alone is not a sufficient strategy to help students learn how to use new vocabulary.

checking translated vocabulary lists with family members, same language peers or Multicultural Education Aides.

displaying multilingual word walls or vocabulary lists in the classroom.

creating a ‘translation’ or ‘home language’ column on vocabulary or spelling lists.

using online translation tools or dictionaries.

using printed bilingual dictionaries or home language picture dictionaries.

Some strategies for translating vocabulary in the classroom include: This knowledge can be transferred to English by using translation as a learning process. EAL/D learners may already have the words to describe a known concept from their prior learning or past experiences. Increasing EAL/D learners’ vocabulary is crucial in developing school literacies and participating in learning activities across the curriculum. Supporting EAL/D learners to develop vocabulary

ensuring vocabulary instruction is embedded across the curriculum.

explicit discussion of comprehension together with vocabulary.

use of props or concrete objects to explain vocabulary.

story retelling using key vocabulary from texts.

working with a partner or small group to analyse words.

multiple exposures to same words in varying contexts (speaking/listening, reading, writing).

explicit teaching of appropriate vocabulary words (see tier 2 vocabulary below).

Konza (2016) notes the importance of explicit teaching of vocabulary to support students to become confident in a word’s meaning and use in context so that it will become part of their own repertoire.Įffective ways teaching of vocabulary involve the following main components (Sinatra, Zygouris-Coe, & Dasinger 2011): Paris (2005) identifies vocabulary as one of the unconstrained skills, meaning that it is a skill that we continue to develop over our life span. Vocabulary plays an important role in oral language development and early literacy (Hill, 2012). The explicit teaching of vocabulary allows students to access academic language and discourse, and facilitates their comprehension of increasingly complex texts. It is crucial that children have explicit and robust instruction in vocabulary, to support their verbal and written communication. Such knowledge influences the complexities and nuances of children’s thinking, how they communicate in the oral and written languages, and how well they will understand printed texts. Knowledge of vocabulary meanings affects children’s abilities to understand and use words appropriately during the language acts of listening, speaking, reading, and writing.

Sinatra, Zygouris-Coe, and Dasinger (2011) note that: Learning vocabulary is a continual process of language and literacy development, which begins in the early years of life, and continues through schooling and beyond. This includes helping with decoding (phonemic awareness and phonics), comprehension, and also fluency.

Ideas for explicit introductions to conceptsĬhildren need to have a rich vocabulary that continually grows through language and literacy experiences, in order to comprehend and construct increasingly complex texts, and engage in oral language for a variety of social purposes.įocussing on vocabulary is useful for developing knowledge and skills in multiple aspects of language and literacy.Links to the Victorian Curriculum - English as an Additional Language (EAL).uses, which may be multiple, depending on context.syntax, that is, the way in which words are arranged to form phrases or sentences.meaning, which can vary according to context.Oral vocabulary is closely related to their reading vocabulary, which is the words that children can recognise and use in their reading or writing. Oral vocabulary refers to words that children can understand or use while speaking and listening. Vocabulary is an important focus of literacy teaching and refers to the knowledge or words, including their structure (morphology), use (grammar), meanings (semantics), and links to other words (word/semantic relationships).

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