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The purpose of this study was to determine whether or not Text Talk is an effective vocabulary teaching tool for English language learners. Text Talk lessons were presented to a second grade classroom. The first two week-long lessons were delivered without adaptations and the final two week-long lessons included adaptations for English Language Learners. Students were given a pretest and posttest to determine vocabulary growth over the course of the week-long lessons. The students were also videotaped to measure their level of behavioral engagement during the lessons. The vocabulary assessment scores and behavioral engagement levels of ten English language learners were then analyzed to determine the effectiveness of Text Talk lessons with and without adaptations. The results of the study indicated that the adapted Text Talk lessons seem to have been more effective in teaching the English language learners target vocabulary words and in keeping them engaged.