ABSTRACT
This chapter explores two overarching principles that have emerged from studies of effective academic vocabulary instruction: first, students gain robust vocabulary knowledge when teachers approach teaching words as building conceptual tools for working with sophisticated content. In this way, teaching the meanings of words is a means to an end of learning about the world by comprehending and producing sophisticated written texts. Second, students become prepared for the huge vocabulary challenge when their teachers equip them with metalinguistic skills to learn words independently. The chapter defines academic vocabulary and outlines the argument for teaching it. It discusses misconceptions about academic vocabulary instruction, with particular attention to the ineffective but chronically pervasive method of assigning lists of words for students to define and memorize. The chapter then summarizes and synthesizes key recent studies. It discusses the ways teachers can make time for vocabulary instruction.
