The many faces of word walls in middle school science classrooms: Variability in function and content

Harmon, J. & Hooper, J. (2015).  The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content.  Science Scope, 38(6), 54-59.  Retrieved February 1, 2015, from OmniFile Full Text Select.  


The Many Faces of Word Walls in Middle School Science Classrooms: Variability in Function and Content was a look into the varied use of word walls in science classrooms.  As science texts are often written at a higher level, many teachers have found word walls helpful in the teaching of both content-specific vocabulary, as well as in building general academic vocabulary. This practice is especially important in helping English Learners, and has been found to be more beneficial when used interactively as noted here: 
"We add that the word wall should also be interactive.  Students should be active participants as either co-creators of the word wall, engaged learners using the word wall as a focal point for expressive language use in discussion and writing, or seekers of information using the word wall as a reference while encountering words during reading or listening" (p. 55). 

The article also speaks to the varying ways in which to construct a word wall.  Teachers can create the word wall using a puzzle, ordering, matching, categorizing, or color-coding technique.  Students can also be the creators or co-creators of a word wall.  As repeated exposure to a word heightens a student's acquisition of the word, the article discusses students creating a representation of one or two words, using it in a variety of situations, presenting the word to his/her peers, and even presenting a question to his/her audience about that word.  Students can also create a "vodcast," or digital word wall by developing a iMovie, Power Point, or Photo Story to share the word.  This type of representation was shown to increase motivation among English Learners.  Another way to engage students in the creation of a word wall is to have them add an object or picture to the word; for example, a student could connect an aluminum can to the word "conduct," as aluminum is a heat or electricity conductor.  

The article discusses three ways to teach academic vocabulary in the science classroom.  The fist is a word wall that is divided into four columns: "Content Words," "General Academic Words," "Classroom Discussion Terms," and "Terms for Writing."  This helps students think about the words they are taking in and use them in their writing and discussion.  The second suggestion is to create a word wall of "Procedural Vocabulary," meaning "words and phrases that indicate specific relationships among ideas and concepts"(p. 58).   Seeing this vocabulary highlighted helps students put together how phrases such as "be thought of as" are commonly used.  The third word wall suggestion for academic vocabulary is to display cognates (useful with Spanish speaker).  The cognates can be displayed and the immediate connection can be made, and the word understood.  These word walls can be a constant reminder of the word pronunciation, etc.

Word walls can be a useful tool in science and many other disciplines.  The word wall provides the needed support for struggling students, and can be used during test/quizzes.  Student interaction with the word wall is key, as is their use and production of language with the new words.  It is important to teach both content and academic vocabulary explicitly in order for students to fully understand the meanings and uses for the words.