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The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions./
Author:	Thompson, Vhirshante Christian.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	163 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28774052
ISBN:	9798209893806

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.
Thompson, Vhirshante Christian.

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 163 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

The topic of this study was vocabulary development instruction and its influence on language acquisition and academic performance. The problem addressed in this qualitative case study was the disparity in the United States regarding literacy, language acquisition, and academic achievement. Specifically, the deficiency, or achievement gap, in academic language and literacies. The purpose of this qualitative case study was to explore how teachers perceived the influence of academic and content-specific vocabulary development instruction on language acquisition and academic performance in their students. The theoretical framework of the study was guided by Vygotsky's (1978) constructivism theory of social interaction. A qualitative methodology and case study design were utilized to examine the unique specific and complex perceptions of the teacher participants on their experiences with vocabulary development instruction, language acquisition, and academic performance. To procure the data, 14 third-, fourth-, and fifth-grade teacher participants were purposefully selected. After completing a questionnaire at the beginning of the study, they participated in one-on-one interviews and a focus group. Resulting from the application of inductive analysis and in vivo coding based on the research questions and theoretical framework, six themes emerged: (a) implicit, explicit, and differentiated instruction, (b) exposure to academic and content-specific vocabulary, (c) usage and connections to language in academic and social contexts, (d) gradual release and layering instruction, (e) needed professional development opportunities, and (f) collaboration, peer teaching, and connection to grow and perform academically. The primary implications were that layering instruction and exposing students to vocabulary allowed for connections, collaboration, and usage to increase both language acquisition and academic performance. Recommendations for future practice included adopting additional professional development opportunities and support from the district based on teacher input. It was recommended that future research explore a broader range of grade-level teachers' perceptions to determine perception comparability. Additionally, studies should aim to discover avenues that directly affect student performance and increase literacy rates through the development of language by means of rigorous vocabulary instruction.

ISBN: 9798209893806Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Academic achievement

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.
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520 $a The topic of this study was vocabulary development instruction and its influence on language acquisition and academic performance. The problem addressed in this qualitative case study was the disparity in the United States regarding literacy, language acquisition, and academic achievement. Specifically, the deficiency, or achievement gap, in academic language and literacies. The purpose of this qualitative case study was to explore how teachers perceived the influence of academic and content-specific vocabulary development instruction on language acquisition and academic performance in their students. The theoretical framework of the study was guided by Vygotsky's (1978) constructivism theory of social interaction. A qualitative methodology and case study design were utilized to examine the unique specific and complex perceptions of the teacher participants on their experiences with vocabulary development instruction, language acquisition, and academic performance. To procure the data, 14 third-, fourth-, and fifth-grade teacher participants were purposefully selected. After completing a questionnaire at the beginning of the study, they participated in one-on-one interviews and a focus group. Resulting from the application of inductive analysis and in vivo coding based on the research questions and theoretical framework, six themes emerged: (a) implicit, explicit, and differentiated instruction, (b) exposure to academic and content-specific vocabulary, (c) usage and connections to language in academic and social contexts, (d) gradual release and layering instruction, (e) needed professional development opportunities, and (f) collaboration, peer teaching, and connection to grow and perform academically. The primary implications were that layering instruction and exposing students to vocabulary allowed for connections, collaboration, and usage to increase both language acquisition and academic performance. Recommendations for future practice included adopting additional professional development opportunities and support from the district based on teacher input. It was recommended that future research explore a broader range of grade-level teachers' perceptions to determine perception comparability. Additionally, studies should aim to discover avenues that directly affect student performance and increase literacy rates through the development of language by means of rigorous vocabulary instruction.
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