An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning

Autor/inn/en	Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean
Titel	An Investigation of High School Social Studies Teachers' Understandings of Vocabulary Teaching and Learning
Quelle	In: Reading Psychology, 39 (2018) 3, S.271-302 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2018.1430633
Schlagwörter	Qualitative Research; High School Students; Social Studies; Secondary School Teachers; Teacher Attitudes; Grounded Theory; Vocabulary Development; Educational Practices; Literacy Education; Interviews; English (Second Language); Second Language Learning; Second Language Instruction; Texas; North Carolina + Suchen Sie Ihr Suchwort? Qualitative Forschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gemeinschaftskunde; Lehrerverhalten; Wortschatzarbeit; Bildungspraxis; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01