The scope of vocabulary in multilingual learners’ mainstream schooling: A list of significant words

• Ehsanzadeh, Seyed Jafar ^[1] ; Dwyer, Eric ^[2]
  1. [1] Iran University of Medical Sciences

     Iran University of Medical Sciences

     Irán

     
  2. [2] Florida International University

     Florida International University

     Estados Unidos

     
• Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 30, Nº. 2, 2026, págs. 562-579
• Idioma: inglés
• DOI: 10.1177/13670069251336328
• Texto completo no disponible (Saber más ...)
• Resumen

  • Aims and objectives: This research study presents a list of significant words (LSW) designed for multilingual learners (MLLs) in K-12 contexts, developed from a corpus with 11,251,207 running words in total. Design/method/approach: First, we review literature on educational corpora and wordlists designed for younger children in K-12 settings. Then, we explore why an LSW for K-12 MLLs is needed. In establishing the LSW, we collected 60 textbooks from States of Florida and California; next, we developed school and comparison corpora. Data analysis: Following key considerations in wordlist development as well as word selection criteria, we developed the LSW from the school corpus. We then validated the LSW against major wordlists and corpora commonly used in educational contexts. Findings/conclusions: The results show that the LSW is stronger than major wordlists in K-12 textbooks. Originality: This research provides a corpus-based study examining the vocabulary breadth of one’s entire schooling from kindergarten to secondary school graduation. This includes splicing the experience grade by grade which is easily accessible by teachers and MLLs through a website. Significance/implications: This study developed the LSW to provide MLLs with vocabulary strategically ordered to promote their language proficiency. We conclude with a discussion on teaching implications of the LSW, and how it may be used as a source for making decisions about word learning and planning in K-12 contexts.

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