Vocabulary acquisition: utilizing cooperative learning with english learners
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Authors
Eccher, Jill
Issue Date
2008
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
As America's population continues to become more diverse, many educators are faced with the challenge of teaching children whose primary language is not English. In fact, many of these children's parents and family members do not speak English. In general, students that are English Learners (EL) do not perform as well as other students in English Language Arts. Language learners need multiple opportunities to practice the language that they are taught in the classroom. This qualitative study sought to explore the utilization of cooperative learning as a method to teach vocabulary acquisition to English Learners.
The study was imbedded within the daily 5th grade classroom where 6 weeks per unit of Open Court vocabulary instruction required. After completing the Open Court instruction, the class participated in six week cooperative learning method. An evaluative questionnaire and required district assessment were completed by all students after the Open Court method and after the cooperative learning method. Though all students participated in the cooperative learning experience, for this study, the focus of the data is only on the seven EL students.
Findings indicated the cooperative learning method maintained and increased both EL and non EL students' scores on the 6 week district assessment. One major finding was the students' preferred to take on the role of the teacher to ensure all group members were participating and learning. This study contributes various methods to teach vocabulary. Using the cooperative learning method, students are able to have multiple opportunities to practice vocabulary with their peers and teachers to help build their oral, reading and writing language skills.