Vocabulary Instruction for Culturally and Linguistically Diverse Students

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dc.contributor.advisorWeinstein, Matthew
dc.contributor.authorKupinski, Kayla
dc.date.accessioned2026-02-02T22:35:15Z
dc.date.available2026-02-02T22:35:15Z
dc.date.issued2024-04-01
dc.descriptionMaster of Education (MEd)
dc.description.abstractThis 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.
dc.identifier.urihttps://hdl.handle.net/1773/54585
dc.subjectvocabulary instruction
dc.subjectculturally and linguistically diverse students
dc.subjectEnglish language learner
dc.titleVocabulary Instruction for Culturally and Linguistically Diverse Students
dc.typeThesis

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