“Miss Alaineus” Thoughts on Vocabulary Instruction in 21st-Century Classrooms

Traditional approaches to vocabulary instruction reflect a transmission model in which teachers control words to be learned and information provided to students. This often means single exposure to new words, delivered during scheduled language arts time. Twenty-first century classrooms, however, ca...

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Published inVoices from the middle Vol. 21; no. 4; pp. 40 - 46
Main Author Scott, Ruth McQuirter
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.05.2014
Subjects
Dictionaries
Language arts
Learning
Poetry
Reading
Reading Comprehension
Reading Programs
Student Teachers
Teachers
Teaching methods
Vocabulary Development
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ISSN1074-4762
1943-3069
DOI10.58680/vm201425108

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Summary:Traditional approaches to vocabulary instruction reflect a transmission model in which teachers control words to be learned and information provided to students. This often means single exposure to new words, delivered during scheduled language arts time. Twenty-first century classrooms, however, call for more student-centered approaches involving multiple encounters with words throughout the school day across all subject areas. Preservice teachers often see only traditional approaches to vocabulary instruction in their practicum placements. This paper describes a study in which preservice students are immersed in a vocabulary experience that models best practices in vocabulary instruction.
Bibliography:SourceType-Scholarly Journals-1
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ISSN:1074-4762
1943-3069
DOI:10.58680/vm201425108