A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community

Abstract

This study is a comparative investigation of English vocabulary instruction for English language learners. Three elementary schools from a U.S.-Mexico border community were chosen purposely and studied using qualitative research methods. The purpose of this study was to compare and contrast vocabulary instructional strategies that promoted academic reading achievement in the STAAR reading assessment with ELLs among two high-achieving schools and one low-achieving elementary school as measured by the Texas Education Agency.

The participants in this qualitative study consisted of 18 teachers: 6 teachers per campus and 3 principals. The methods of data collection were classroom observations, student artifacts, and one-on-one teacher interviews. Data were utilized, coded, categorized, and were compared to create emerging themes. The narrative data provided empowering stories in education, frustrating incidents about their education, monitoring of education, and caring in education.

According to these 18 teachers, teaching vocabulary is not an easy task, especially not for English language learners. Because teachers understand that accountability measures are designed to ensure that all students in the United States, including those who speak languages other than English, meet state and national reading and writing standards, there is no time to waste. This study highlighted the strengths of these teachers to provide effective vocabulary instruction for English language learners and how they coped with identified frustrations in their pedagogy in order to assist the ELLs in achieving academic reading success.