Enriching or entangling?: ELL vocabulary mapping strategies in the intermediate ESL classroom

Term

2007

Capstone

Thesis

Degree Name

MAESL

Abstract

Vocabulary is an important element in learning as it has strong correlations to reading comprehension and academic content knowledge. This study examined the effectiveness of vocabulary mapping strategies in a rural fourth grade ESL classroom. Participants in the six-week study were eight fourth grade ELLs from various language backgrounds. During the study, semantic mapping, concept mapping, and adapted word mapping strategies were taught. Data was collected through classroom observations, teacher reflections, and student assessments. Category and word knowledge rating assessments were used to determine if students' vocabulary skills had improved. The results of this study suggest that mapping strategies can be helpful in teaching vocabulary.

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