My research is in the field of vocabulary development, specifically children’s ability to decode and analyse the meaning of unfamiliar and/or complex academic words. In line with the forthcoming Curriculum for Wales (2022), I have designed a morphology and etymology focused ‘vocabulary development programme’, which aims to trial and test creative intervention strategies which could aid both children’s vocabulary development and pedagogical practices in the English language classroom.
The ability to cope with different levels of lexical complexity when reading, writing, spelling and speaking is not only fundamental to children’s academic success, but also to understanding semantic nuances in social relationships and life post-education. However, recent GCSE pass-rate statistics suggest that there is a ‘gap’ between the vocabulary children and teenagers are expected to know and understand and what they actually know and understand. My research, therefore, explores whether directly teaching children English word history, word construction and word-part meanings—by integrating elements of Latin, Greek, Old English and French into the classroom—influences children’s vocabulary development and aids growth of key communication skillsets.
By working closely with schools, teachers and students, this project hopes to understand how we could develop English language teaching strategies to support the diverse and varied needs of our young people.