Vocabulary Instruction for Culturally and Linguistically Diverse Students

Abstract

This project explores the research on vocabulary instruction for culturally and linguistically diverse (CLD) students in second through eighth grade. Three themes emerged from the literature: the benefit of taking a multifaceted approach to vocabulary instruction, the challenges CLD students experience with independent word learning, and the importance of supporting CLD students' linguistic needs. The paper then examines the related practices at a western Washington elementary school to identify areas in alignment with the research and discusses implications for teachers, administrators, school districts, and future research.