Literature Review

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big ideas

What were my main questions?

What are strategies for using native language during vocabulary instruction?
What are the benefits of this practice?
What are the benefits of direct vocabulary instruction?
How can I use my knowledge in Italian and English to translanguage with these learners?

Full Literature Review

Abstract

This literature review focuses on the importance, use of, and strategies for native language in the mainstream classroom. To address this, relevant literature in the form of journal articles and textbooks were consulted to gain an understanding of effective pedagogical practices for implementing native language use in the direct English vocabulary instruction of ELLs. Specifically, this research focuses on techniques such as bridging, multifarious interactive activities, and translanguaging. An emphasis is placed on seeing learners as whole individuals who can build on their previously-acquired knowledge in their native language to expand their learning and acquisition of English language skills.

The Importance of Native Language Use

Provide greater access for ELLs to content-area knowledge
Support cognitive and academic growth
Develop both the home language (L1) and L2
Facilitate social development
- - Boost self-confidence
Prohibition of L1 use in the classroom has been shown to silence ELLs rather than help them communicate in English

How and When to Use Native Language

Consistent
Multiple contexts
Unpredictable (predictable use may lead learners to hold back from taking risks in translating L2, being that an L1 translation would be coming soon after)
Sustained (do not switch often between languages within the same sentence/conversation)

Direct Vocabulary Instruction

Clear, explicit, systematic explanations of word meaning
Interesting and thought-provoking follow-up and conversation surrounding the word
Role of the teacher: provide repeated opportunities for learners to grasp and use new English words
Role of the learner: actively participate in activities
Activities:
- - - Pronunciation
    - Definition
    - Use of words in sentences
    - Translation
    - Image-to-text
    - Verbal repetition
Bridging
- - - Providing L1 translations for words alongside L2

Implications for Culturally-Responsive Educators

Translanguaging: taking into account the learner's and the educator's full linguistic repertoire.
- - I can use my knowledge in Italian (my L2) to help communicate most effectively with the learners' L1 and L2.
Making connections with the learners beyond learning vocabulary

References

Bosma, E. & Blom, E. (2021). Supporting the development of the bilingual lexicon through translanguaging: a realist review
integrating psycholinguistics with educational sciences. European Journal of Psychology of Education.

Green, Stockholm, M., Cearley, J., & Sheffield-Anderson, L. (2015). Direct Vocabulary Instruction With Two 5th-Grade English-
Language Learners With Language-Learning Disabilities: A Treatment Study. Contemporary Issues in Communication Science
and Disorders, 42(Fall), 191–201. https://doi.org/10.1044/cicsd_42_F_191.

Jesness, J. (2004). Using the learner’s native language in the classroom. In Teaching English language learners k-12: A quick start
guide for the new teacher: pp. 18-21. Corwin Press.

Karathanos, K. (2009). Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English
language learner students. International Journal of Bilingual Education and Bilingualism, 12(6), 615–633.
https://doi.org/10.1080/136700 5080237276.

Leacox, & Jackson, C. W. (2014). Spanish vocabulary-bridging technology-enhanced instruction for young English language
learners’ word learning. Journal of Early Childhood Literacy, 14(2), 175–197. https://doi.org/10.1177/1468798412458518.

Snyder, S. & Staehr-Fenner, D. (2021). Culturally-responsive teaching for multilingual learners: Tools for equity. Corwin.

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