Date of Award

5-2017

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Alisha Brandon

Department/School

Montessori Early Childhood, English as a Second Language (ESL)

Abstract

This action research investigated the effects of front-loading vocabulary on four-year-old English as a second language learners (ESL). Fourteen 4-year-old children were included in the study. Two were native English speakers and the remaining 12 were ESL students. The sources of data included a daily log of the children’s attention during a read aloud, parent feedback, a personal field journal and pre and post intervention vocabulary assessments. Children with stronger English language knowledge displayed an increase in their vocabulary and participation. Due to the increase in vocabulary and participation in English speaking children, I will continue to front-load vocabulary while conducting further action research to explore what other methods of reading or vocabulary words may better increase the vocabulary acquisition of ESL students.

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