Final answer:
ELs have different needs for vocabulary instruction than native speakers due to the complexities of learning English as an additional language, including grammatical nuances, cultural contexts, and academic language expectations.
Step-by-step explanation:
ELs (English Learners)' needs for vocabulary instruction may differ from native speakers because of the various linguistic, cultural, and educational backgrounds they bring to the learning environment. Unlike native speakers, who have been immersed in the language and its contextual nuances since birth, ELs often have to navigate the complex societal and academic expectations placed upon them while simultaneously learning a new language. This can affect their vocabulary acquisition in several ways.
- ELs are learning English vocabulary as a second or additional language, which can be challenging amidst the diverse grammatical rules and nuances that differ from their primary language.
- They need to understand not just the meaning of words, but also their use in various cultural and contextual settings, as well as grasp subtleties such as idioms, figurative language, and colloquial expressions.
- In a college setting, there is an expectation to use academic language effectively, which can pose an extra layer of difficulty.
- Research has shown that ELs benefit from bilingual education, as it supports better academic progress.
- Code-switching and maintaining an authentic voice are also important considerations in vocabulary instruction for ELs.