Science Vocabulary and ELL Students: a Qualitative Study

Abstract

Vocabulary acquisition is a multi-faceted process in any language. Truly knowing a word is incredibly complex in nature (Richards, 1976). When two of my ELL students appeared unengaged in science, I questioned the role of scientific vocabulary in their ability to participate. Specifically, how did academic science vocabulary affect mastery of third grade science concepts for my two third grade ELL students? Though primarily a qualitative study, data was collected through mixed methods of observations, interviews, and assessments. Results revealed factors besides vocabulary to consider, such as learning preferences, scholastic background, family involvement, and having basic needs met. While academic content vocabulary is a gap to be filled for ELL students, there may be deeper issues and needs to be met first.