A 6th grade ESL teacher has varied levels of ELLs in her classroom. She creates lessons that help ELLs make connections between their prior knowledge and experiences and the new content being presented. Her goal is to relate the concepts to her students' experiences; however, when teaching vocabulary she just displays the 6th grade content and words on the board. Why would this approach not benefit most of her ELLs?

• A. Teachers should use vocabulary aligned to the students' level of language proficiency and display pictures when applicable
• B. Vocabulary should be kept at a high level to challenge students
• C. Vocabulary should be memorized without context
• D. Translations should be the only support used in vocabulary instruction

Answer: (A)

The main idea is that vocabulary for English learners must be made accessible and connected to what students already know. When words are matched to each student’s language level and paired with visuals, meaning becomes clearer, connections to prior experiences are built, and students can remember and use the terms more effectively.

That’s why this approach is best: providing vocabulary at an appropriate level and including pictures gives multiple cues for understanding—text, visuals, and context—so students can grasp and retain the terms, even if their English isn’t yet strong. It also supports making connections between new concepts and what they’ve experienced before.

If you only present 6th-grade words without supports, many students may not recognize or understand them, making learning frustrating and less meaningful. High-level vocabulary without supports is too challenging; memorizing words without context doesn’t help students use them in real communication; and translations alone don’t help students develop vocabulary skills or think in English.