What strategy can help ELLs when learning new vocabulary?

Pre-teaching vocabulary is a highly effective strategy for English Language Learners (ELLs) when it comes to acquiring new vocabulary. This approach involves introducing key terms and concepts before students encounter them in context, which helps build a foundational understanding that can enhance comprehension. By pre-teaching vocabulary, teachers can present words with images, explanations, and authentic contexts that make the meanings clear and memorable.

This strategy allows ELLs to gain confidence and prepares them to engage with the materials more successfully. It can also provide opportunities for teachers to assess students' existing knowledge of related concepts, thus allowing for more targeted instruction. Moreover, by discussing synonyms, antonyms, and contextual usage, students can develop a deeper understanding of how words function in different scenarios, which is especially important for ELLs who may not have the same background knowledge as their English-speaking peers.

In contrast, ignoring cognates, limiting practice opportunities, or focusing solely on complex vocabulary would hinder ELLs' language development and comprehension skills. These approaches do not provide the necessary support and practice needed for ELLs to thrive in an English-speaking academic environment.