Adolescents' Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms

• Published in: Journal of adolescent & adult literacy 2012-11, Vol.56 (3), p.231-240
• Main Authors: Lesaux, Nonie K., Harris, Julie Russ, Sloane, Phoebe
• Format: Article
• Language: English
• Subjects: Academic learning; Academic motivation; Achievement Gains; Achievement Need; Adolescence; Adolescents; Classroom management; Classroom Techniques; Early adolescence; Educational environment; English Language Learners; FEATURE ARTICLE; Focus Groups; Grade 6; Improvement Programs; Instructional intervention; Intervention; Language diversity; Language Skills; Learning; Learning environment; Learning motivation; Literacy; Middle school students; Middle schools; Motivation; Motivation Techniques; Motivation/engagement; Participant Satisfaction; Pedagogy; Reading Difficulties; Reading Improvement; Reading instruction; Reading Skills; self-concept; Self-perception; Struggling learners; Student Attitudes; Student Diversity; Student Motivation; Teaching Methods; To learners in which of the following categories does your work apply?; Vocabulary; Vocabulary Development
• ISSN: 1081-3004; 1936-2706
• DOI: 10.1002/JAAL.00132

In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th‐graders’ reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study focuses on students’ perspectives of the intervention, with the goal of shedding light on how it might have influenced their efforts toward academic success. We conducted 20 focus groups following students’ participation in the program, gaining insights that bear on the dual challenge of creating a motivating and rigorous learning environment. Students linked the experience with increased academic confidence, and, in turn, academic motivation. They believed it was the challenging learning opportunities embedded in an instructional cycle that promoted deep knowledge building that helped them to be, and feel, academically successful. FREE author podcast