It would be difficult to overstate the importance of academic vocabulary to our students’ success in reading, the content areas, and beyond.

In Reading, Writing and Learning in ESL (2005), Suzanne Peregoy and Owen Boyle frame it this way: What we know in any content area is distilled in the vocabulary we own in that subject. In other words, our academic vocabulary, the words we control, manipulate, and communicate with, reflect the content we know at the conceptual level.

For all of our ELs, but most especially those who enter the country in middle or high school, academic vocabulary acquisition is a ticking time-bomb: How can we possibly assist our students in acquiring the academic vocabulary to keep pace with what they need for academic success?

Consider the following statistics:

Nagy and Anderson (1984) estimated that school texts from Grades 3 through 9 contain approximately 88,500 distinct word families.

To provide direct instruction in even 3,000 words a year would be 17 words each school day. However, some research suggests that, in general, no more than 8–10 words can be taught effectively each week (PREL, 2004; www.prel.org) .

Where does this leave us? A portion of the answer is direct instruction. Taking into account the language level of our students, the texts they need to interact with, precise selection of Tier I, Tier II, and Tier III words are all valid approaches to academic vocabulary acquisition. Valid, but not the whole picture.

Becoming Word Detectives

While our secondary ELs wrestle with the time challenge, our instruction can (and should) be at the strategy level so that our students have the tools they need to become word detectives. Carlo, August, and Snow (2005) put it this way:

“…it is unlikely that interventions that only teach word meanings will close the vocabulary gap between ELLs and their English-speaking peers. Rather, ELLs require interventions that strengthen their ability to apply strategies for independent vocabulary learning as well as provide direct instruction in word meanings.”

The strategies that help students see connections to words they already know in their native language (cognates) or among words they learn in English build networks of meaning and increase their academic vocabulary recognition exponentially. By using these strategies and developing this word awareness, we enable our students to become “word detectives” (Core Literacy Library: Vocabulary Handbook, 2006).

Connect It!: The Cognate “Story,” Told by Rocks

volcán, magma, igneo, lava, metamórfico, sedimento, minerals, cristales, erosion, glaciares (www.ColorinColorado.org)

We can learn a lot from a rock! Even if (especially if) you are not a Spanish speaker, the message comes through loud and clear: Leverage our students’ home languages by making cognate connections.

Collect It!: The Vocabulary Notebook

Another aspect of academic vocabulary acquisition is the action of collecting it. Our students benefit not only from working with those words we select, but also from the “Collect It!” action they take as they self-select words for their student notebook.

As students “Collect!” they are engaged with their own learning process, as well as with the words they select. For us as teachers, benefits include having a record of our students’ work, which assists with progress monitoring and making progress evident. Progress is important for us to see, but even more important for students, as they become aware of their continuing success. Finally, the notebook serves as a focal point for reward—recognizing effort and achievement. When students complete their charts, moving words from the unknown column to the known column, they see their progress. And that spells motivation!

Once students identify a word to add to their vocabulary notebook, there are many ways to interact with them.

The link to the following template, an adaptation from Robert Marzano, “Building Academic Vocabulary: Teacher’s Manual” ASCD: 2005, is one effective way.

Using the Academic Vocabulary Notebook Template

Teacher’s Lounge Vignette

Social Studies teacher: “I ask a simple question and I get deer in headlights—you know the look— from these seventh graders. They just don’t want to participate, have nothing to contribute.” (This is a paraphrase of an actual conversation in a school where I formerly taught and yes, the teacher was describing a few of my ESL students.)

With the academic vocabulary strategies and opportunities to connect to, collect, and practice them, our students will have the tools they need—academic vocabulary—and our colleagues won’t use these words to describe them!

More ESL topics:

• Newcomer Schools: Addressing the Needs of English Language Learners
• Supporting English Learners
• Best Practices in Supporting English Language Learners in Reading and Writing