Words as Tools: Learning Academic Vocabulary as Language Acquisition

By William Nagy, D. Townsend. 2012

748 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bb7399395b0646814d4d520a4c24666213ac6353

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Literature and Literary Theory

Citations in the corpus

Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “Academic vocabulary is considered to play a key role in the academic language that children need for school success (Nagy & Townsend, 2012).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, methodology): “Finally, recent attention has been placed on selecting words from the Academic Word List (Coxhead, 2000) and providing instruction in those words common to disciplinary literacy and across academic texts (Nagy & Townsend, 2012).”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, background): “As academic language differs by discipline (Nagy & Townsend, 2012), becoming masterful with academic language in a content area like mathematics requires oral exposure, written exposure, oral production, and written production within the content area (Ernst-Slavit & Mason, 2011).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “In response to various researchers’ calls for more expansive definitions (Nagy & Townsend, 2012; National Research Council, 2010; Schleppegrell, 2004; Valdés, 2004), this study examines the potential—for both research and practice—of a more inclusive operationalization of an academic language…”
CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “…that are common in adult L2 vocabulary acquisition (outside of the language classroom), characterized by the need to acquire more sophisticated, topic-specific, low-frequency vocabulary to engage with authentic complex L2 input, such as textbooks and journal articles (Nagy & Townsend, 2012).”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “Both general and domain-specific academic vocabulary should be considered beyond the basic meanings, and instruction should include the context and relationship to other terms associated with the target concept (Nagy & Townsend, 2012).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…in part because the construct of school-relevant language (or academic language proficiency) has been either imprecisely delineated or too reductively defined to inform educational research, assessment, or pedagogical practice (Nagy & Townsend, 2012; National Research Council, 2010; Valdés, 2004).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “teach, including Beck and McKeown’s tiers (19), academic vocabulary (20), root words (41), and categories of words (42).”
How Close is ChatGPT to Human Experts? Comparison Corpus, Evaluation, and Detection (2023, background): “A high proportion of nouns (NOUN) often indicates that the text is more argumentative, exhibiting informativeness and objectivity [24].”