Teaching Key Vocabulary in Geography and Science Classrooms: An Analysis of Teachers’ Practice with Particular Reference to EAL Pupils’ Learning
Language & Education: An International Journal, 2005, Vol. 19 (Issue 5):
p428-445 (September 2005)Abstract
This paper discusses findings from research conducted in an inner-city middle school in England where the majority of pupils spoke languages other than English as a first language. The research was motivated both by a belief that the language needs of English as an additional language (EAL) pupils are not properly addressed in the National Curriculum and by a specific concern of the subject teachers that the EAL pupils' small English vocabularies resulted in their lack of oral participation in lessons and contributed to their below average attainment. The paper discusses the effects on the pupils' learning of subject teachers' practices in teaching key vocabulary in science and geography lessons. It argues that a more explicit, systematic and principled approach to vocabulary teaching needs to be integrated into National Curriculum pedagogy. ABSTRACT FROM AUTHOR
Description
Examples of effective and less effective teaching of content language in Geography by teachers in the UK. More effective teaching was in context so that students could negotiate meaning.