Mod 13 Video Discussion

In my current work with students, the teaching and learning from this course have reinforced the importance of intentional academic vocabulary instruction, particularly when supporting English Language Learners without the assistance of a co-teacher who shares their native language. Without the ability to rely on translation, I have learned that vocabulary instruction must be explicit, visual, and consistently reinforced across lessons.

To support ELL students, I intentionally pre-teach academic and content-specific vocabulary using visuals, real-life examples, and student-friendly definitions. Words are introduced in context and revisited throughout reading, discussion, and writing activities. I also model how to use academic vocabulary in complete sentences and provide sentence frames so students can practice using new terms in meaningful ways. This approach allows students to access grade-level content while continuing to develop language proficiency.

Moving forward, I plan to continue using multiple exposures to academic vocabulary through structured discussions, partner talk, and writing tasks. Strategies such as word walls, anchor charts, and graphic organizers help make vocabulary visible and accessible to all students. Additionally, encouraging oral rehearsal before writing has proven especially beneficial for ELLs, as it allows them to practice academic language in a low-risk setting.

Overall, this approach has strengthened my ability to support ELL students independently and has increased student confidence and participation. Even without a co-teacher who speaks the same native language, intentional vocabulary instruction and consistent scaffolding ensure that ELL students can successfully engage with rigorous academic content.