Program
Teaching M.A.
Number of Pages
62
Year Approved
2026
First Advisor
John Bergeland
Second Reader
Lisa Silmser
Abstract
This literature review examines the extent to which academic vocabulary instruction influences secondary English learners’ (ELs’) science proficiency. Science learning requires students to interpret complex texts, engage in academic discourse, and construct evidence-based explanations using discipline-specific language, which may present challenges for ELs. This review provides an overview of research on language demands in science and instructional approaches that support vocabulary development. Findings indicate that academic vocabulary plays a critical role in students’ ability to comprehend scientific content, participate in discourse, and communicate reasoning effectively. Instructional approaches such as explicit vocabulary instruction, scaffolding, discourse-based strategies, reciprocal teaching, cognitive strategy instruction, semantic mapping, and authentic learning experiences support both language and content development. Integrating academic vocabulary instruction is essential for improving ELs’ science proficiency and promoting equitable access to science learning.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Her, C. (2026). The Role of Academic Vocabulary Instruction in Supporting Secondary English Learners' Science Proficiency [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1242
Terms of Use and License Information
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