Word Walls
(Contributed by: Dr. Allen Lynn)
Word Walls and
other glossed vocabulary strategies can be very effective with ELLs. Not only
do they act as visible reminders, they also help students see patterns and
relationships among words. Word Walls are organized collections of high
frequency words or words that relate to a particular theme that is being
studied in class. While Word Walls are most closely associated with lower
elementary grades, there is no reason not to use them in upper grades. We
recommend that Word Walls be living centers in the class where words come and
go, depending on their role in the class at that current time.
One advantage
of Word Walls is that they make the use of the ELLs’ L1 public, bringing their
language out of the shadows. The ELL’s language becomes visible for all to see
because the L1 is on display and an integral part of the classroom environment.
This visibility allows all the students in the classroom to become familiar
with the ELL’s L1 and helps provide a more supportive learning environment for
bilingual children. In a recent study of vocabulary instruction, Carlo, August,
McLaughlin, Snow, Dressler, Lippman, Lively, and White (2004) suggested using
Word Walls to increase vocabulary development in both native and non-native
English speakers.
Hanna is a
fourth grader from Korea. She arrived in Mr. Brown’s science class halfway
through the spring semester. Hanna has studied English grammar. However, she is
shy and struggles with speaking. Mr. Brown puts Hanna in a group with 3 native
English speakers working on a word wall project. Using the text as a guide, the
students create a glossary for a unit on the solar system using both English
and Korean. Hanna is able to participate with the other students while having
little pressure to speak in front of a large audience. Other students in class
ask her how to pronounce the words in Korean.
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