Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms
Abstract
:1. Introduction
1.1. Background
1.1.1. Principles for Teaching Vocabulary
1.1.2. Research Aim
2. Design and Methods
2.1. Educational Context
2.2. Research Procedure
- an expressed commitment to VO teaching,
- a vocational identity, and
- a geographical location in eastern or western Norway to ensure some geographical spread. The researcher’s travel time could not exceed two hours in eastern Norway, and schools in western Norway had to be accessible by airplane and public transportation.
2.3. Participants
2.4. Data Analysis
2.5. Ethics
3. Findings
3.1. Characteristics across the Material
3.1.1. Word Choices: What Words Were Attended to?
3.1.2. Organization
Whole Class
Teacher: What safety gear do you need to wear? Thomas?Thomas: eh… helmetTeacher: Yes. We can also call this a hard hatLars: Vest… I don’t know what refleksvest [reflective vest] is called in EnglishAllan: High-visibility vestTeacher: Yes, either that or reflective vestLars: Ear plugsOla: Protective glassesAli: Eller [or] gogglesT: Excellent. You have read the text and remember a lot of the vocabulary
Group and Pair Work
Individual Work
3.1.3. Vocabulary Context
Inter-Subject Context
Intra-Subject Context
3.2. Three Snapshots from the Material
3.2.1. Snapshot 1: Vocational Orientation Curbs English Language Use
3.2.2. Snapshot 2: Vocabulary and Communication beyond the Word Level
Teacher: More for the list?Filip: Safety bootsTeacher: Why are they safe?Filip: Because if you drop a hammer on them, it won’t hurt.Teacher: Yes, but why? Why does it not hurt?Filip: Because they have a steel tipTeacher: What should we write on why?Filip: So, I do not drop something on my feet, and it hurts?Teacher: Yes, but it does not really protect you from dropping something, does it?Filip: No….Teacher: So, we can put that safety boots are to protect from falling objects?Filip: Yes!
3.2.3. Snapshot 3: An Opportunity to Practice Translation Strategies
S9: I don’t know how to translate samhandlingskompetanse [collaborative competence]T: What does it mean in Norwegian? What is the essence of this word?S9: I don’t know. We haven’t talked about it in our vocational subject yet.T: [To everyone]: When you encounter a word you are unsure of, it is very helpful to think about the word in Norwegian. And if you do not know what it means in Norwegian, you can look it up and read about it in Norwegian before translating into English.
4. Discussion
4.1. Word Choice
4.2. Organization
4.3. Context
5. Concluding Remarks and Didactic Implications
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Example Fields Notes
- Example field notes 1, S4
- Time: 0823-0840
- T: Find your booklet [waves the booklet from last week in the air]
- S2: I am sorry, but I have lost it
- T: Well, I do not have an extra copy, so then you will have to dig deep in your memory to remember.
- T: Do you know what scones are used for in England?
- S3: They are eaten with jam or cheese or something.
- T: Yes
- Example field notes 2, S7
- Time: 0820-0848
- T: First and foremost, you are studying what in English is called Design, Arts and Crafts. So, when you refer to your study, use this title, and notice that in English you have upper case letters for each of the words. Often students tell me, they are going on a line called Design, Arts and Crafts. To a native speaker that sounds as if you are walking on a line, like this [mimes]. So, you can say that you are taking a course. A course is what they refer to as a line of study in English. Design, Arts and Crafts is one course in the vocational programme in Norway.
- T: Also, when you have studied here for two years, you may become an ‘apprentice’, what is that?
- S1: [hand up]
- T: Yes
- S1: Skal jeg si det på norsk eller engelsk? [Should I answer in Norwegian or English?]
- T: Si det på norsk, oversettelsen [Say it in Norwegian, the translation]
- S1: Lærling da [Apprentice, then]
Appendix B. Themes, Descriptions, and Examples
Theme | Sub-Category | Descriptions | Example |
---|---|---|---|
Instruction with explicit attention to vocabulary | Yes | The field notes report explicit attention to vocabulary in (a) the teacher’s framing of task/learning outcome and/or (b) the activities the teacher initiate as part of a task. | (a) The teacher frames vocabulary as a central genre trait for instruction manuals, making attention to vocabulary a requirement as the students write manuals (S1). (b) Students label the parts of an all-terrain vehicle in a visual mind map (S2). |
No | The field notes report no explicit attention to vocabulary as part of the observed instruction. | Students prepared and presented talks about music therapy for dementia patients (S10, not included). | |
Word choice | Anchored in work | Vocabulary to describe own work | Students talk about safety equipment and protective gear necessary to keep safe the workshop (S5). |
Anchored in education | Vocabulary to describe own education | After the students have worked with a gap-fill exercise to describe their own education program, the teacher proceeds to test their retention of central education terms (S3). | |
Organization | Whole class | Teacher and students concurrently direct their attention to the same information, task or issue. Teacher is typically responsible for pace and structure. | In a whole-class format, teacher asked the students to list tools they had used in the workshop (S6). |
Group/pair | Students work together, two or more, to solve tasks. The teacher offers his/her support as needed. | Students played an online vocabulary game, competing against each other in teams of three (S2 and S3). | |
Individual | Students work alone to solve tasks. The teacher offers his/her support as needed. | Students worked individually to translate a list of current focus terms (L1) from their vocational subject (S8) | |
Vocabulary context: Inter-subject level | Explicit | Explicit when observed instruction had expressed links to current (or past) units of the students’ vocational subjects | Students wrote instruction manuals describing how to operate a machine they had used as part of their vocational education (S1). |
Implicit | Implicit when there is no evidence of links between observed English instruction and current (or past) units of the vocational subjects. | First-year students read about occupations they might choose to qualify for in their second year of upper secondary school (S7). | |
Vocabulary context: Intra-subject level | Separate | The purpose of the activity is to learn the words. The words are not utilized for any other purpose in the observed trajectory. | Students translated baking-related terms from Norwegian into English (S4). |
Embedded | The attention to words is framed as necessary for completing a larger task | Students write presentations comparing two occupations in terms of education and work tasks. The teacher has framed specific vocabulary, particularly to describe education, as important for goal attainment (S7) |
Appendix C. Overview of How Vocabulary Instruction Was Structured in the Observed Classrooms
S1 | S2 | S3 | S4 | S5 | S6 | S7 | S8 | |
---|---|---|---|---|---|---|---|---|
Whole class | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ |
Group or pair | ✔ | ✔ | ✔ | ✔ | ||||
Individual | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ |
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School | Year (Level) | No. Students * | No./min. of Observed Lessons |
---|---|---|---|
S1 | 11 | 13 | 3/180 min. |
S2 | 11 | 14 | 2/290 min. |
S3 | 12 | 15 | 5/450 min. |
S4 | 12 | 10 | 2/180 min. |
S5 | 11 | 14 | 3/270 min. |
S6 | 11 | 13 | 2/240 min. |
S7 | 11 | 13 | 4/360 min. |
S8 | 11 | 14 | 2/270 min. |
S9 | 12 | 11 | 2/180 min. |
S10 | 12 | 15 | 4/360 min. |
School | Descriptions of Observed Instruction | Target Vocabulary |
---|---|---|
S1 | Students wrote instruction manuals for how to operate certain machines. | vocabulary related to the operation of a machine |
S2 | Students learned names of parts and processes involved in constructing all-terrain vehicles (ATVs) | vocabulary needed to describe the process of building ATVs |
S3 | First, students read about and discussed vocational education. Next, they read about and discussed safety at work and wrote accident reports describing a fictitious accident. | vocabulary concerning the students’ own education + vocabulary concerning workplace safety |
S4 | First, students talked about a homework reading. Then, they worked on translation tasks. Finally, the teacher led a whole class session where students answered questions about their translations. | vocabulary to name various baked goods and cereals |
S5 | First, students discussed safety in the workshop. Next, they listed and translated vocabulary related to the topic tools. | vocabulary concerning workplace safety + vocabulary concerning tools |
S6 | First, students read about tools. Next, they worked with comprehension tasks and vocabulary related to the topic tools. | vocabulary related to the tools in the workshop |
S7 | First, students discussed various relevant occupations. Then, they wrote manuscripts for a presentation comparing two occupations in terms of education and work tasks. | vocabulary concerning vocational education and career paths |
S8 | First, students worked with vocabulary related to youth work. Next, they discussed the concept of a role model. Then, they read and discussed a text about nursing homes. | current focus terms in the students’ vocational subject + vocabulary concerning nursing homes |
S9 * | Students wrote papers on British hair or design history. | No target vocabulary |
S10 * | In groups, students prepared oral presentations concerning music therapy for dementia patients. | No target vocabulary |
Word Choice | Organization | Vocabulary Context | |||||||
---|---|---|---|---|---|---|---|---|---|
Work | Education | Whole Class | Group | Individual | Inter-Subject | Intra-Subject | |||
Explicit | Implicit | Separate | Embedded | ||||||
S2 | ✔ | ✔ | ✔ | ✔ | |||||
S5 | ✔ | ✔ | ✔ | ✔ | ✔ | ||||
S8 | ✔ | ✔ | ✔ | ✔ |
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Skarpaas, K.G.; Rødnes, K.A. Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages 2022, 7, 55. https://doi.org/10.3390/languages7010055
Skarpaas KG, Rødnes KA. Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages. 2022; 7(1):55. https://doi.org/10.3390/languages7010055
Chicago/Turabian StyleSkarpaas, Kaja Granum, and Kari Anne Rødnes. 2022. "Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms" Languages 7, no. 1: 55. https://doi.org/10.3390/languages7010055
APA StyleSkarpaas, K. G., & Rødnes, K. A. (2022). Vocabulary Teaching Practices of L2 English in Upper Secondary Vocational Classrooms. Languages, 7(1), 55. https://doi.org/10.3390/languages7010055