Final answer:
EL students' vocabulary instruction needs differ due to the cultural and contextual nuances of language, the marginalization of nonstandard linguistic groups, and the concept of code-switching. Inclusive teaching methods that respect and integrate EL learners' linguistic backgrounds are essential for their effective learning and maintaining linguistic identity.
Step-by-step explanation:
English Language (EL) learners' needs for vocabulary instruction may differ from native speakers because they encounter not only new words but also the cultural and contextual nuances embedded within the language. Elites in various cultures often define their speech patterns as 'correct,' which can lead to the marginalization of different linguistic groups. For EL learners, navigating through this complex landscape requires a more nuanced understanding that accounts for different rules of acceptable grammar, academic literacies, and the impact of language on identity. In communities with a population speaking vernaculars or nonstandard dialects, the concept of code-switching — where speakers alternate between languages or language forms — becomes an essential skill. Research by Johns Hopkins University found that bilingual education, where students learn in both their native language and English, leads to better progress than English-only instruction. In addition, allowing students to maintain their 'authentic voices,' including nonstandard dialects, promotes cultural responsibility and can enhance learning. Students' Right to Their Own Language is a principle that supports the use of students' authentic linguistic resources in education. As such, the difference in EL's vocabulary instruction lies in the need for more inclusive teaching methodologies that respect and incorporate their linguistic backgrounds and helps them integrate into the academic sphere without losing their linguistic identity.