Vocabulary in young students’ education

Vocabulary in young students’ education

Thesis: This paper entails responses to articles elucidating on vocabulary in young students’ education on how to articulate proper English through both reading and writing.

1. Part oneVocabulary article critiques
2. Reaction to a journal on the impediments to English Vocabulary Learning and Teaching
3. Response to a peer-reviewed article on the fundamental vocabulary lists for young learners
4. Response on an article on vocabulary knowledge
5. Reaction to a journal on early vocabulary development

Vocabulary Article Critique

1. Farjami, F. (2013). Analysis of the Impediments to English Vocabulary Learning and Teaching. International Journal of Language and Linguistics, 1(1), 1. https://doi.org/10.11648/j.ijll.s.20130101.11

This journal article posits that language learners, especially those from early childhood, often seek out ways in which they can hold on to new vocabulary for the long haul. However, there is also the issue of failing to recall new words. The essentiality of vocabulary learning also brings about challenges to the teachers of young learners. Therefore, the article claims that language learning programs and schemes make the learning of vocabulary quite easy for young learners. Some of these strategies include the usage of pictures, real objects together with synonyms and miming, which assists learners while at the same time presenting distinguished teaching approaches to the educators.

I agree with the journal article that indeed, vocabulary poses a challenge to both the young learners and the teachers. This being the case, extra measures and techniques have to be put in place to address the concern. Apart from the strategies mentioned in the article, exemplifying and translating the vocabulary are also other ways to address the grasping of vocabulary by young learners.

1. Laubscher, E., & Light, J. (2019). Core vocabulary lists for young children and considerations for early language development: a narrative review. Augmentative and Alternative Communication, 36(1), 43-53. https://doi.org/10.1080/07434618.2020.1737964

The educational peer-reviewed article postulates that acquiring the preliminary vocabulary for early symbolic learners is essential since it sets the platform for future language growth. Therefore, young learners who require enhancive and surrogate communication depend on other individuals to earmark and impart these crucial first words for them. Thus, the article suggests that a published word catalog may be an essential resource that may contribute to the learners’ fundamental vocabulary.

My reaction is that the article stresses the importance of young learners grasping vocabulary at that early stage in order to foster learning experiences. The teachers training young learners must provide them with sufficient vocabulary resources to articulate proper English.

1. Masrai, A. (2019). Vocabulary and Reading Comprehension Revisited: Evidence for High-, Mid-, and Low-Frequency Vocabulary Knowledge. SAGE Open, 9(2), 215824401984518. https://doi.org/10.1177/2158244019845182

The peer-reviewed article of an academic nature examines the association between the cognizance of vocabulary and the ability to understand. Specific emphasis is placed on learners who have different first languages that are not English. Based on a vocabulary test issued to over 200 scholars of both Arab and English nature, using the “International English Testing System” whereby the outcome proved that high and average vocabularies contributed to minimal understanding by most scholars.

My opinion of the article is that its hypothesis of expanding sufficient vocabulary and easy words to facilitate a quick grasp of the English language is correct. This equips the learner with the knowledge that is quite simple to comprehend.

1. Farrant, B., & Zubrick, S. (2011). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343-364. https://doi.org/10.1177/0142723711422626

This peer-reviewed article studies a bioecological technique to young learners’ early development of vocabulary based on “Longitudinal Research of Australian Children.” This being the case, data from over 2000 young learners revealed that shared attention and parent-child book reading are essential facilitators of young learners’ early vocabulary development.

My reaction to the peer-reviewed article is that it is quite accurate on its emphasis on shared attention together with parent-child book reading to foster the grasp of vocabulary on the young learners. In the long run, this would result in the proper articulation of the English language in both reading and writing.