Masters of Morphology: Explicit Multisensory Structured Metacognitive Language Strategies to Foster Adolescent Learners' Content Vocabulary

Autor/inn/en	Schneider, Elke; Ming, Kavin
Titel	Masters of Morphology: Explicit Multisensory Structured Metacognitive Language Strategies to Foster Adolescent Learners' Content Vocabulary
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92 (2019) 3, S.101-111 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2019.1608144
Schlagwörter	Morphology (Languages); Learning Strategies; Academic Language; Metacognition; Intellectual Disciplines; Language Skills; Vocabulary Development; Teaching Methods; Morphemes; Educational Benefits; Multisensory Learning; Educational Games; Learning Activities; Transfer of Training; English Language Learners; Second Language Learning; Pronunciation Instruction; Nonverbal Communication; Language Arts; Adolescents; Evidence Based Practice + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geisteswissenschaften; Language skill; Sprachkompetenz; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Morphem; Bildungsertrag; Sensorische Stimulation; Educational game; Lernspiel; Lernaktivität; Training; Transfer; Ausbildung; Zweitsprachenerwerb; Ausspracheübung; Non-verbal communication; Nonverbale Kommunikation; Sprachkultur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	As students move through the grades, content area learning becomes increasingly significant for reading, writing, and speaking tasks. One research-evidenced approach to actively engaging adolescent learners in acquiring, remembering, and using academic vocabulary in reading, writing and speaking tasks across disciplines is multisensory structured metacognitive language (MSML) instruction. In this article, a variety of such MSML strategies are shared with specific examples relating to content disciplines. They help to strengthen teachers' confidence in implementing research-evidenced prefix-root-suffix vocabulary learning strategies with their adolescent students. Selective examples of how to assess learner performance are provided in such a way that they can be adapted for different academic contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01