Teaching Tips – Teaching Vocabulary to ELLs (English Language Learners)

Teachers of ELLs need to constantly ensure that they enforcing reading skills of a read-aloud or any reading text by teaching new vocabulary words.

In order to help ELLs succeed with vocabulary learning, teachers should focus on the four stages of vocabulary teaching and acquisition.

There are four stages in new vocabulary acquisition:

The learner notices the new word (with help)
The learner learns to recognize it (with help)
The learner recognizes it on his/her own
The learner can both recognize and produce it.

Ways to make vocabulary learning interesting

Since students need to be motivated to learn vocabulary constantly, it is important that vocabulary review is as interesting as possible. Teachers can vary the types of exercises, strategies and activities using the four stages of vocabulary learning:

Stage 1: Noticing the word: the visual element

Flashcards
Pictures

Stage 2: Recognition

True/false
Categorize the words
Matching (this category is huge with both open and closed types of exercises) Matching the word to its definition, L1-L2, opposites, adjectives and nouns, verbs and adverbs, word to the picture, match two words that go together
Multiple choice
Drawing the word
Bingo games
Circle the word you hear

Stage 3: Production

Dictation
Answering questions
Guessing games: I’m thinking of…
Picture description
Miming

Some Basic Tips and Strategies for Practicing New Vocabulary

Drills should never become mechanical. They should be as interesting and communicative as possible.

Young ELLs need lots of creative encounters with new vocabulary words, which should be a fun and enriching experience.

Fun Vocabulary Activities

Personalize: Teacher can ask students: “Do you have a dog at home?” or, “What animal do you like the best?”

Teacher numbers each picture: students say the number of each word as it is called or show the number of fingers for controlling the level of classroom noise.

I’m thinking of a word: teacher describes the word and students guess the meaning.

Important Teaching Vocabulary Considerations for Lesson Planning

What are some of the skills teachers should expect ELLs to do after a vocabulary lesson? (i.e. spell the words, recognize the meaning, produce them from memory)

How many new words does the teacher want to introduce per lesson? (5-7 words is ideal)

Be selective. Don’t use a drill or exercise just because it happens to be in the book.

Examine the vocabulary activity: Is the purpose clear? Is it useful? Does it force the students to think about the language? Can it be made more interesting?

Make sure your drills are adapted to suit the needs of your individual classes. Make up your own exercise if the book does not have any suitable ones.

Use as much time as possible to practice listening and speaking. Let students work in pairs or in small groups as often as possible.

Start written work in the classroom to make sure everyone understands what they are doing. Do some exercises orally first, then let the students finish them for homework. Don’t underestimate your students. Show them that you expect them to be able to work individually or in pairs or groups.

Make the lessons as enjoyable as possible. If you enjoy your work, the students will enjoy your lessons.

Final Words: Points to consider

Try to have as many success oriented activities that are geared to the age groups you teach.
Gradually progress from one stage to another but vary the activities within each stage.

Consider appealing to the various multiple intelligences. The visual element in learning is particularly important for younger children.

Remember, the ingredients for successful vocabulary teaching to ELLs include frequent exposure and ongoing repetition.