Research-Proven Strategies for Improving Content Vocabulary for Middle School English Language Learners
Jane M. Russell, Patricia Wariua-Nyalwal

Abstract
This article examines strategies that are research proven to improve the content vocabulary of English Language Learners in middle school. It describes the characteristics of English Language Learners and the research based teaching methodologies for effective vocabulary instruction including word exposure frequency and morphology. It observed that intentional teaching of fluency and vocabulary are important aspects of helping English Language Learners to learn and succeed in content area classrooms. In general, it is beneficial for teachers to understand the linguistic needs of middle school English Language Learners in order to ease the process of instruction. In effect, it improves the scores of middle school English Language Learners in standardized tests. It also enhances valuable interpersonal and communication skills.

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