2016 Annual Conference

Vocabulary is an important first step in learning a language; however, not all vocabulary instruction is equal. This study was an investigation of instructional practices used by teachers in a non-academic adult ESL program to teach oral vocabulary to beginner-level students, and the theories of practice that informed their decisions.

This study contributes relevant knowledge of the instructional practices used by adult ESL teachers in a non-academic program, to teach vocabulary for speaking and listening. Therefore, it would be beneficial to instructors, administrators, program directors, professional development providers, and anyone with an interest in adult ESL instruction or vocabulary instruction.

Vocabulary knowledge is an important entrance into a language, and central to communication and comprehension, especially for beginner-level adult students. For this study, I observed and interviewed teachers in a non-academic adult English as a second language program to learn about the instructional activities they used to teach vocabulary, particularly oral vocabulary. In this session, I discuss my findings and the implications for classroom instruction and professional development. I also discuss the theories of practice the research participants shared, and how these beliefs informed their classroom practices. This study is important as it adds to the knowledge base of research conducted with adult ESL teachers, an often neglected population. Furthermore, the findings of this study may influence professional development of adult ESL educators, and encourage future studies.