Abstract
Harmon, J. M. (1998).
Vocabulary teaching and learning in a seventh-grade literature-based
classroom. Journal of Adolescent & Adult Literacy, 41, 518-530.
Introduction:
Purpose: The purpose of the study was to closely examine the explicit and implicit actions of the teacher as well as student responses to vocabulary teaching and learning events.
Methodology:
Participants: The study was conducted at Katherine Stinson Middle School in San Antonio, Texas. A seventh-grade language arts teacher and her students were observed for approximately six months, from August until the end of February.
Procedure: The teacher's program emphasized the pleasure and satisfaction gained from reading. Her main focus for her program was critical thinking and problem solving, with little emphasis on segmented skills-based activities. All the work came out of the literature- the vocabulary, the study skills, the research- everything had its origin in whatever books the students were reading.
Sustained Silent Reading (SSR) was a major component of this teacher's program. Classes met three times a week for 75 minutes per session. SSR lasted approximately 20-30 minutes during each class meeting. The rest of the class time was devoted to other literacy activities. Embedded within each program component were word learning opportunities.
These levels included whole-class teacher directed lessons, student-directed group sessions in which one group member served as “vocabulary enrichers” and opportunities for word learning during independent reading with self-selected books. During whole-class sessions, the teacher selected words from short stories to discuss as a prereading activity. With the book discussion groups, learners who served as “vocabulary enrichers” were responsible for selecting words to discuss in their groups. These reflections about new words were springboards for critical discussions about important concepts and literary elements in the readings.
During teacher-directed discussions, the teacher related, explained and questioned students about specific terminology. Students, in turn, reacted by activating their prior knowledge and past experiences, by making connections and by asking questions about targeted words and related concepts.
During the instructional episodes with vocabulary, the teacher tried to establish common references and links to what students knew. The teacher would generalize actions on a personal level to help students identify with new ideas. She also guided students back to the context in which the words were used.
The teacher used a variety of techniques to clarify word meanings through explanation. These techniques included the use of synonyms, brief descriptions, examples and nonexamples, rephrasing, repetition, associations and unique expressions.
The teacher directed discussions about words were a natural part of the classroom dialogue about selected readings and occurred frequently as prereading activities.
Literature circles were used by the teacher. She defined and discussed the roles of discussion director, literary luminary, connector, summarizer, vocabulary enricher and process checker. The vocabulary enricher was responsible for selecting interesting or unfamiliar words in the readings and for conducting group discussion about these words.
Results:
Because learners took their cues from the teacher, their responses were directly influenced by class discussions of required readings and specific writing assignments. A close examination of student responses during these episodes revealed several cognitive processes in use. They demonstrated engagement in activating prior knowledge when they used words recently discussed in class. They made connections by defining terms in their own words, using examples to define words, relating words to other languages and engaging in word play. Students asked questions about certain words when they were confused about the meaning. They used words mentioned in previous class events, unsolicited words described as general utility words used by mature users, domain-specific words and school related words.
Students worked collaboratively in group sessions to construct word meanings when the vocabulary enricher assumed a role of group facilitator rather than “teacher director.” They shared their opinions and interpretations of words and listened to the ideas of others.
The program encompassed a variety of important teaching and learning events where the teacher offered clarification about new words and learners practiced their existing repertoire of independent word learning strategies. The teacher demonstrated how a literature –based program could inform vocabulary through overlapping components of instructional learning episodes, wide reading of student-selected and teacher-selected books, and social interaction in peer groups and whole class settings. A balance in varying classroom configurations provided learning opportunities that promoted vocabulary development in different ways. These engagements both expanded word knowledge and enhanced learning abilities, as learners engaged in meaningful literacy events.
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