VARIATION OF TEACHER AND STUDENT USE OF SPANISH WORDS IN ENGLISH VOCABULARY INSTRUCTION
Open Access
- Author:
- Newhouse, Ruth Ellen
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- July 06, 2017
- Committee Members:
- Amy Crosson, Thesis Advisor/Co-Advisor
Mari Haneda, Committee Member - Keywords:
- English as Additional Language learners
Education
Vocabulary Instruction
Spanish
English
Secondary Education - Abstract:
- This study investigates the variance of the use of Spanish words in the implementation of EL RAVE lessons. EL RAVE is a large project which is implementing both teacher and student materials for the purpose of improving students’ vocabulary learning through morphological analysis using bound Latin roots. The Latin roots are used as tools for students to learn new academic words in English. This study specifically examines classroom discourse and use of Spanish words (and other related Spanish words) which are provided in the EL RAVE materials. The Spanish words are used by both teachers and students to aid in the instruction of the new academic English words. A positive correlation was found between the teacher use of Spanish words and student use of Spanish words across the four teachers in the study when measured by utterances. Teachers with both low and high levels of Spanish speakers in their classrooms were found to have similar interactions with Spanish words. A difference was found in the quality of discourse between the teacher who could not speak Spanish and the teachers that could speak Spanish. Also, differences were noted with how students and teachers discussed Latin roots and Spanish words with transparent connections versus non-transparent connections and with Latin roots and Spanish words that have orthographic shifts versus no orthographic shifts.