Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices
Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it. This study addresses this gap by identifying theories guiding vocabulary instruction in leading practitio...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/3/262 |
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| Summary: | Vocabulary instruction is pivotal to literacy development. While extensive research has been conducted, few studies have examined how research translates into practice and how theory informs it. This study addresses this gap by identifying theories guiding vocabulary instruction in leading practitioner-oriented journals in the field, assessing trends and practices, and examining shifts over the past decade. The systematic review critically extends the scope of existing research in two directions. First, it focuses on English learners (ELs), a growing K-12 population globally. Second, literacy theories were utilized to identify the frameworks that guided vocabulary instruction for ELs. The results reveal the predominance of instructional practices guided by schema and psycholinguistic theories, followed by social constructivism and sociocultural theories. Furthermore, the findings underscore the importance of adapting vocabulary instructional practices to meet the developmental needs of ELs at different grade levels. |
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| ISSN: | 2227-7102 |