Vocabulary, Education and Diversity

Abstract

In the multilingual classrooms that are a feature of increasing numbers of schools in North America, Western Europe and Australia, vocabulary is seldom the sole focus of attention; more often it occurs as part of broader discussion. This chapter explores the key debates in which vocabulary has played a role. A description of the nature and extent of linguistic diversity forms the backcloth for a review of four issues which affect second language learners and/or speakers of non-standard dialects: the ongoing attempts to explain differences in educational outcomes in terms either of linguistic deficit or difference; the central role of extensive reading in the acquisition of the vocabulary and structures required for understanding and producing academic texts; the ways in which language awareness activities can deepen second language learners’ understanding of how language works; and translation issues in providing multilingual resources for children.