Department of Teaching, Learning and Teacher Education
Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education
Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content.
Date of this Version
Andazola, M.(2019). Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content. (Master's thesis, University of Nebraska-Lincoln, Lincoln, NE, United States). Retrieved from https://digitalcommons.unl.edu
Language learners and students in general often struggle to close the achievement gap in monolingual schools because they lose academic content due to lack of vocabulary. To combat this issue, programs such as dual language schools have been introduced and have gained popularity due to their ability to help students keep learning academic content in their native language while becoming literate in the second language and also maintaining literacy in the content areas. Although these programs offer different instruction models and teaching techniques that teachers are implementing to improve science literacy, many teachers still struggle to find creative and effective methods of teaching science vocabulary and content. Vocabulary acquisition is of great importance to science literacy because it is major factor in understanding and applying science in context during classroom instruction and assessment. This action research study focused on using a supplemental science vocabulary notebook to teach content vocabulary in an elementary dual language classroom. The results of the study suggest that the use of science vocabulary notebooks may help students attain content vocabulary, as evidenced by students’ notebooks, quiz scores, and performance on chapter tests.
Advisor: Amanda Thomas
Keywords: dual language, reading comprehension, vocabulary development, science literacy, and vocabulary notebook
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning and Teacher Education, Under the Supervision of Professor Amanda Thomas. Lincoln, Nebraska: August 2019
Copyright © 2019 Manuel Andazola