Running head: TRANSFORMING ENGLISH LANGUAGE LEARNERS

The impact of a six-step framework for work-specific vocabulary instruction in adult

English language learners
Rogelio Nava Jr.
Concordia University

TRANSFORMING ENGLISH LANGUAGE LEARNERS

The impact of a six-step framework for work-specific vocabulary instruction in adult

English language learners
Respectfully addressing the issue of restructuring adult ESL curriculum is important to consider because
adult English Language Learners (ELLs) are the fastest growing segment of the workforce population by a wide
margin. Research on this population indicates that first and second generation immigrants will account for all labor
force growth in the United States between 2010 and 2030 (Madrigal-Hopes, Villavicencio, Foote and Green. 2014).
The trend of Spanish-speaking immigrants, who increasingly demonstrate lower levels of English literacy, entering
the workforce calls for a reassessment in ESL vocabulary curriculum (Madrigal-Hopes et al. 2014). The number of
non-proficient English speakers in the workforce is far greater than the number of US born ELL students with
similarly basic English language skills. The sheer number of adults who exhibit just enough social English skills to
survive in their environment further highlights the importance of continuing research to best assess and address this
issue. Furthermore, this article is important because it helps shed light on the contradictive nature and shortcomings
of long standing ESL curriculum in that it is not aligned to educational practices based on pedagogical theories that
take into account the connections between everyday language, culture, and an individuals specific background
experiences (as cited in Tracey & Morrow, 2006).
This article is highly relevant to my current experience as a middle school ESL teacher. I agree that as a
teacher it is important to remain cognizant of the difference between social English skills and academic English skills.
If our goal is to prepare students for the rigors of the real world then we must align our curriculum and instruction to
prepare them properly. The importance of building academic language in ELL students is paramount in developing
them into confident and successful English speakers. Doing so would allow them to go out into the workforce and
institutes of higher learning and compete on a relatively equal playing field with native English speakers. The author
outlines a Six-Step instructional approach to develop ELL Work-Specific vocabulary acquisition. The steps are based
on Marzanos research in the field of vocabulary and language acquisition. His findings, as well as the authors
suggested approach validates what I am already doing when introducing and revisiting vocabulary terms with my
students.
I agree that explicit and relevant academic and workplace specific vocabulary instruction is an important
facet of developing students understanding of the English language. This approach to curriculum design and
development adopts a humanistic approach and is rooted in the student-centered educational philosophies discussed

TRANSFORMING ENGLISH LANGUAGE LEARNERS

in class. The author notes that the vocabulary should be relevant and drawn from the context of the organizations
daily operations. The six-step process includes,
Step 1. The teacher provides a description, explanation, or example of the new item. Step 2. Students
restate the explanation of the new term in their own words. Step 3. Students create nonlinguistic
representation of the terms. Step 4. Students periodically do activities that help them add to their
knowledge of vocabulary terms. Step 5. Periodically, students are asked to discuss the terms with one
another. Step 6. Periodically, students are involved in games that allow them to play with the terms
(Madrigal-Hopes et al., 2014).
Two strategies were consistently used while developing academic or work place vocabulary. Pictures
illustrating new vocabulary allow the learner to connect the term to a tangible visual representation thus making it
more mentally digestible. Sentence stems were used in conjunction with the images in order to structure use of the
term in a formal, work appropriate manner.
This article fits into the content we have been discussing in class as an example of the importance of
knowing your audience, in this case the adult ELL workforce, and adapting curriculum and instruction to fit their
needs. Long gone is the one size fits all approach to teaching students of any age. The authors of this article
maintain that differentiation in assignments, assessments, and activities must take place in order for the learner to
achieve meaningful learning and vocabulary acquisition. Doing so builds English language skill confidence, which is
another crucial component of language acquisition. So far in class we have discussed the driving forces involved in
selecting or combining the appropriate educational philosophies and curriculum approaches. This article serves as an
example of the need to restructure the vocabulary instructional framework from which we operate in order to make
learning relevant.

TRANSFORMING ENGLISH LANGUAGE LEARNERS

References
Madrigal-Hopes, D. L., Villavicencio, E., Foote, M. M., & Green, C. (2014). Transforming English Language
Learners Work Readiness: Case Studies in Explicit, Work-Specific Vocabulary Instruction. Adult
Learning, 25(2), 47-56.
Tracey, D. H., & Morrow, M. L. (2006). Lenses on reading: An introduction to theories and models. New York, NY:
Guilford.
Ornstein, A., & Hunkins, F. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.