Authors: Allie Baumgartner
Mentors: Chizu Matsubara
Insitution: Utah Tech University
• ABSTRACT:
A student’s understanding and comprehension of content specific vocabulary is essential for their learning. However, Multilingual Learners (MLs) can struggle to understand what they are learning when they do not have knowledge of content specific vocabulary. This research focuses on the implementation of strategies into a small group reading lesson. These strategies will work towards increasing students’ understanding of content specific vocabulary words, in the areas of social studies and science.
By using the methodology of action research, the research will implement research-based strategies for strengthening vocabulary for students learning English as a target language. This research will be conducted over a six-week time frame, with two focus students that are multilingual learners. The research-based word-learning strategies will be incorporated into the small group consisting of four students, to support their learning. Word-learning strategies are strategies that assist students to ascertain the meanings of words that are unfamiliar to them. Students can then apply these strategies to learning of unfamiliar words that are included in the content reading that they do in another small group. The word-learning strategies will support the students in learning, and understanding the meaning of content specific vocabulary words.