Final answer:
A teacher working with ELL students in the emergent stage of vocabulary acquisition should focus on frequent interactions using everyday habitual information to expand foundational vocabulary and encourage context-specific language use.
Step-by-step explanation:
When working with ELL students who are in the emergent stage of vocabulary acquisition, a teacher should focus on building a foundational vocabulary through frequent and meaningful interaction. Using everyday habitual information to start conversations is crucial. Asking students questions like if they have washed their hands or if they have finished their homework can initiate communication and encourage the use of new vocabulary in a context they understand.
It is also important to understand that young children in the one-word stage of language development use single-word utterances that often carry a larger meaning, reflecting their early vocabulary which typically includes familiar objects or events, primarily nouns. By engaging students in conversations about their daily routines and surroundings, teachers can expand their vocabulary and help them progress in their language acquisition journey.
Implementing interventions like those at the University of Chicago, where speaking to children frequently to boost language development has shown significant gains, is another approach. The environment should be rich in language exposure, providing ample opportunities for students to hear, understand, and use new words daily.