Incidental word learning: application in the general education classroom

dc.contributor.advisorHamada, Megumi
dc.contributor.authorGardner, Ally
dc.date.accessioned2023-02-22T15:22:08Z
dc.date.available2023-02-22T15:22:08Z
dc.date.issued2022-05
dc.description.abstractIncidental word learning is a theory that has helped many English language learners (ELLs) and can help many general education learners acquire vocabulary knowledge. It can and has aided in the effort to help learners bridge the gap between languages and concepts in a meaningful way. Every year the number of immigrants entering the United States of America increases and along with it the population of English language learners continues to skyrocket. The United States is only getting more and more diverse, meaning that effective strategies for teaching ELLs are quickly becoming increasingly valuable for public education teachers. An analysis of incidental word learning strategy application uncovers that it can potentially produce favorable results of an increase in the learning of native English-speaking students and ELLs in the classroom. Elementary general education teachers would significantly benefit from utilizing methods that promote incidental word learning.en_US
dc.description.degreeThesis (B.?)en_US
dc.description.sponsorshipHonors College
dc.identifier.urihttp://cardinalscholar.bsu.edu/handle/20.500.14291/203423
dc.titleIncidental word learning: application in the general education classroomen_US
dc.typeUndergraduate senior honors thesis
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