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Altalouli, Mahmoud
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2024-08-15
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This document explores the critical factors and strategies impacting vocabulary acquisition among English Language Learners (ELLs) in middle and high school. It begins by emphasizing the significance of multimodal texts, technology-based tools, and professional development for teachers to enhance vocabulary retention and reduce participation stress. The literature review delves into the Critical Period Hypothesis and its challenges, highlighting factors like student engagement, sociocultural hardships, and the effectiveness of instructional methods. The proposed professional development program includes workshops on engaging teaching strategies, parental involvement, integration with native speakers, and addressing fossilization. The conclusion synthesizes research findings, recommending comprehensive approaches such as continuous professional development, increased technology use, and supportive school environments to improve ELLs' vocabulary acquisition and overall language proficiency. Future research is suggested to focus on longitudinal studies and socio-cultural factors influencing language learning.