Engaging with Vocabulary: Understanding the Alignment of Teacher Beliefs and Instructional Practices in Classrooms Serving Students from Low SES Homes

Abstract

This qualitative study investigates the beliefs about vocabulary instruction of teachers serving students from low socio-economic status (SES) homes, and explores the alignment of teachers’ beliefs with their current vocabulary instruction, as well as research-based effective vocabulary instruction. Data was collected from two kindergarten teachers and two first grade teachers. Data collected included two semi-structured interviews, field notes, and video-taped classroom observations. Informed by socio-cultural theory, several themes emerged about teachers’ beliefs about vocabulary instruction. Teachers: (a) view themselves as responsible for students’ levels of literacy proficiency including their vocabulary knowledge, (b) recognize that vocabulary instruction adds to their students’ overall reading proficiency level, (c) believe there are competing district expectations which keep them from focusing on vocabulary instruction as much as they would like, (d) desire more district input (e.g.,. professional development, in-service activities) on vocabulary instruction and how to more seamlessly incorporate it into literacy instruction, as well as other subject areas; and (e) have experienced some success in teaching vocabulary in their classroom. Further, teachers desire more ways to increase their student’s vocabulary proficiency and they recommend that schools do more to share the research behind vocabulary instruction and how it is incorporated within the current literacy curriculum the district is utilizing. Implications include ways to support vocabulary instruction in the classroom and at the district level, and provides guidance for teachers on how to implement research-based vocabulary practices into existing literacy curriculum.