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It connects EL vocabulary growth with non-language subjects across the curriculum and summarizes major principles, practices, and classroom strategies, including hands-on activities and free online resources. Research evidence highlights comprehension limits when word meaning is unknown and emphasizes oral language support, especially for learners with limited exposure.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-role-of-vocabulary-learning-and-teaching-in-el/410311/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-role-of-vocabulary-learning-and-teaching-in-el/410311.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is vocabulary learning considered fundamental in an EL curriculum?","Question",{"text":112,"@type":113},"Vocabulary is described as foundational to language proficiency and print literacy, and comprehension is said to fail when learners do not know what many words mean.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are oral language (OL) and print-based literacy connected in vocabulary development?",{"text":117,"@type":113},"The document explains reading as mapping OL to print, so OL needs to be developed at school to support better reading and writing.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the Simple View of Reading provide for improving students who struggle with reading?",{"text":121,"@type":113},"It recommends focusing on improving oral language skills, especially vocabulary knowledge, alongside phonological and alphabetic coding skills for children at risk of reading failure.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},410311,1790716107,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Vocabulary :  \nHow we can help students  \nDr Clarence Green,  \nLanguage and Literacy Education University of Hong Kong Email: cgreen@hku.hk  \nSynopsis  \n• Role of vocabulary learning and teaching in EL curriculum and how it impacts students’ language development  \n• Connections between EL and non-language subjects in the development of vocabulary  \n• Major principles and practices in vocabulary instruction  \n• Vocabulary building strategies to support learning across the curriculum  \n• Hands-on activities  \n• Resources sharing (online & free to support students vocabulary learning)  \nWhat the research shows about the role of vocabulary in EL  \nlearning and teaching  \nImportance of  \nvocabulary  \n• Vocabulary is fundamental to language proficiency and print literacy (Beimiller, 2024)  \n• Plays a predicative role in the child’s school achievement (Wasik et al., 2016) .  \n• Comprehension fails without knowing what (a lot of) words mean (Graves et al., 2019; Fitzgerald et al., 2022)  \n• Needed for academic learning across the school years: learning to read and reading to learn (Duff & Brydon, 2020)  \n• Larger vocabulary sizes correlate with a range of linguistic and cognitive skills beyond literacy: e.g. behavior, task management, emotion regulation, executive functioning, mathematical abilities, and social skills (Romeo et al., 2018); Amorsen and Miller, 2017; Konza, 2016)  \nVocabulary and  \nprint-based literacy  \n• In pedagogical research, vocabulary has mostly been studied as part of literacy with written text (science of reading)  \n• Of course, oral language (OL) for L1/Lx students must be developed also-children need to know what a word sounds like & how to say it.  \n• Learning to read is mapping of OL to print. So, OL needs to be developed at school to facilitate this mapping, as better OL = better reading and writing.  \n• For ELLs (English language learners), OL in English needs additional support at school if there is limited exposure.  \n• Once decoding is mastered, if you follow a curriculum attentive to frequency of written words, you’ll get most of the OL vocab students need ‘for free’because it is high frequency.  \nThe Simple View of Reading  \nTunmer and Chapman (2012):  \n“for children at risk of reading failure.. focus on improving these children’s oral language skills, especially vocabulary knowledge, as well as their phonological and alphabetic coding skills” ”(p. 464)  \n“Cognitive Foundations Framework”  \nHoover and Tunmer (2019)  \nVocabulary development  \n• In the first stages of learning to read, decoding is more important in reading success and progression, then linguistic comprehension explains reading success (Kaefer, 2020)  \n• A child can’t read with limited vocabulary, no matter how proficient in letters/sounds (i.e. decoding)  \n• Development: In OL about 5000-words enough, but this is not enough to comprehend written texts throughout the secondary school years where up 9000 will be needed (Schmitt et al, 2017) .  \n• In CLIL/EMI, subjects emerge as discrete fields of knowledge, with specific vocabulary distinct from OL  \n• Children therefore (must) learn new words through written texts (Green, 2021)  \nEnglish  \nlanguage learners  \n• For a child entering EL learning environment at school, their EL vocab in OL sizes smaller  \n• But fewer differences longitudinally for vocabulary relevant to academic literacy (Bialystok et al. 2010)  \n• So, important point is that second language proficiency below ‘native speaker’ proficiency does not necessarily mean academic outcomes is compromised (for outcomes measured through EL) .  \n• Initial deficits can be only a transitional ‘temporary lag’(Sun and Yin, 2020, p. 60) with effective language instruction  \nDiscussion: How do you currently approach vocabulary development? Are there specific questions you have  \nabout vocabulary instruction?  \n‘Teaching vocabulary should be a focal point’(Marzano, 2020, p. 4)  \nWhat the research shows we can do to help vocabulary  \ndevelopm","cbCaiuV99dXv9VBs","https://ap.wps.com/l/cbCaiuV99dXv9VBs","pdf",593642,32,"English","# Synopsis\n## What the research shows about vocabulary in EL\n## Vocabulary and print-based literacy\n## The Simple View of Reading\n## Vocabulary development\n## English language learners\n## Discussion and next steps","[{\"question\":\"Why is vocabulary learning considered fundamental in an EL curriculum?\",\"answer\":\"Vocabulary is described as foundational to language proficiency and print literacy, and comprehension is said to fail when learners do not know what many words mean.\"},{\"question\":\"How are oral language (OL) and print-based literacy connected in vocabulary development?\",\"answer\":\"The document explains reading as mapping OL to print, so OL needs to be developed at school to support better reading and writing.\"},{\"question\":\"What guidance does the Simple View of Reading provide for improving students who struggle with reading?\",\"answer\":\"It recommends focusing on improving oral language skills, especially vocabulary knowledge, alongside phonological and alphabetic coding skills for children at risk of reading failure.\"}]","Vocabulary - Role of Vocabulary Learning and Teaching in EL | PDF",1790584947,81]