Following a revelation I had last year regarding serving ELLs and international students at my school comes another, courtesy of my ESL teacher colleagues. At the beginning of this year, they led a best practices session for faculty in which they emphasized that we all, no matter our disciplines or the language levels of the students we teach, need to be teaching vocabulary. They presented the three tiers of vocabulary development among other resources (mentioned below) and asked for our support in helping all students learn words in the second and third tiers, which become progressively more academic and domain-specific.
As an educator whose lessons can be jargon-heavy and full of words that have meanings specific to the library context (catalog, database, call number, collection) or the research process (authority, operator), this struck a chord. I often explain these terms during the course of an orientation or lesson, but I don’t directly teach them. In the month or so since that in-service day, I have been seeking tools and strategies to help me in my journey toward becoming a library and research process vocabulary teacher.
Maniotes & Cellucci have written in Teacher Librarian about how being a researcher and following an inquiry process leads students to develop domain-specific vocabulary related to an academic discipline or their research topic. However, at the moment I am more focused on the domain-specific vocabulary related to learning to use libraries and do research. I have started my own word bank of Tier 2 and Tier 3 words that appear in my own teaching, are found in places we might take for granted such as NoodleTools and the OPAC, and on guides for international students from academic libraries. I’ve taken a stab at categorizing them as Tier 2 (general academic words) or Tier 3 (library and research specific), tricky since “research words” do cross academic disciplines. Anyway, here’s a sample:
- Call number
- Primary source
- Full text
As a new researcher, let alone a new researcher working in their second or third language, these terms are not easily understood or may not make sense out of their previously known context. Figuring out the appropriate word list for a research unit would depend on the level of the class and the input of the classroom teacher.
My toolbox for direct vocabulary instruction is growing as well.
- In Vocab Rehab, Marilee Sprenger offers vocabulary instruction techniques that can be used in a class period with limited time. These could be handy during library orientations or one-shot lessons, provided there is opportunity for continued practice and reinforcement.
- As new words come up, they could be added to a library word wall. Then a few minutes each inquiry session could be dedicated to engaging vocabulary review.
- The Frayer Model could be used to help students understand the terms represented by the acronymic CRAAP test, for example.
- Academic Word Finder identifies Tier 2 words for a certain grade level within a text, sometimes with surprising results.
I can’t wait to put some of these ideas to use as the year moves ahead and our ESL classes begin research projects. Building Tier 2 and Tier 3 word lists will be a wonderful opportunity for furthering collaboration with ESL teachers, and will benefit all student researchers too.
Do you do direct library vocabulary instruction? How and when? What words would you add? Any Middle or Upper School librarians with a word wall in the library (who would like to share pictures?)
Maniotes, L., & Cellucci, A. (2017). Doubling up: Authentic vocabulary
development through the inquiry process. Teacher Librarian, 44(3), 16-20.
Retrieved from http://teacherlibrarian.com/wp-content/uploads/2017/07/
Sprenger, M. (2014). Vocab rehab: How do I teach vocabulary effectively with
limited time? Alexandria, Va.: ASCD.
Bernadowski, C., & Kolencik, P. L. (2010). Research-based reading strategies in
the library for adolescent learners. Santa Barbara, Calif.: Libraries
Lehman, C. (2012). Energize research reading and writing: Fresh strategies to
spark interest, develop independence, and meet key common core standards,
grades 4-8. Portsmouth, NH: Heinemann.
Student Achievement Partners. (n.d.). Selecting and using academic vocabulary in
instruction [Guide document]. Retrieved September 18, 2018, from
Achievethecore.org website: https://achievethecore.org/content/upload/
Thank you, Kate! This post is gold. I don’t know how something so basic has fallen off my pedagogical radar, but it has. Now I have to figure out where I can put a word wall up in my space.
Thanks, Dave! So do I!