How will outcomes and growth for ELL students be measured? The penultimate question is used by ELL teachers to determine which strategy will be used to evaluate ELL student progress in vocabulary and language acquisition in order to identify opportunities for fine-tuning the curricular offerings to student needs. What are the primary languages of the ELL students? This question is used to determine whether the technological solutions being contemplated for integration into the ELL curriculum support translation between English and ELL students' native languages (Rios, 2015)
curriculum associates.com/) This platform offers free, self-paced online courses including vocabulary strategies for English-language learners (Rivero, 2011)
Given the prodigious nature of the English language vocabulary, the question then emerges concerning what vocabulary words should be taught by ELL teachers to facilitate additional vocabulary acquisition. One strategy that has been used for this purpose is targeting the words that are used most frequently in the English language (Spiro, 2013)
at around 4.5 million, and all demographic indicators suggest these levels will swell to even greater numbers in the near future (Thompson, 2016)
Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research and major themes that emerged from the literature review. Literature Review/Themes Vocabulary Acquisition and English Language Learners Vocabulary acquisition is a vital and continuous process requiring practice and time on task (Wei, 2014)
The intervention consisted of the provision of simplified input to facilitate simultaneous negotiation of meaning with teachers and peers for the experimental groups. This intervention was shown to be highly effective in promoting vocabulary acquisition among the control groups, suggesting that the negotiation of meaning is an integral component of vocabulary acquisition by ELL students (Yi & Sun, 2013)