CULTURALLY RESPONSIVE TEACHING IN ESL: ADDRESSING THE DIVERSE NEEDS OF ELEMENTARY LEARNERS

Abstract

Vocabulary acquisition is crucial for elementary-level ESL learners, impacting both memory and comprehension skills. This study explores the vocabulary learning strategies employed by young ESL learners, grounded in cognitive and social constructivist theories. Information Processing Theory and Cognitive Load Theory emphasize strategies like repetition and mnemonics to manage cognitive load, while Dual Coding Theory supports using visual aids for better retention. Sociocultural Theory and Social Learning Theory highlight the benefits of social interaction and imitation, and Krashen's Input Hypothesis stresses the need for comprehensible input. A mixed-methods research design was used, combining qualitative and quantitative techniques. Qualitative data were collected through semi-structured interviews with 20 students and 10 teachers, analyzed using thematic analysis with NVivo software. Quantitative data were gathered from surveys administered to 50 elementary ESL students and analyzed using descriptive and inferential statistics with SPSS software. Purposive sampling was used for qualitative data to gain deep insights, while stratified random sampling ensured the quantitative sample's representativeness. The study found that the total sum of squares for the regression model is 12.500, indicating the overall variance in the dependent variable that the model attempts to explain. The F-value for the regression model is .315, with a significance level (Sig.) of .972.It indicates that Elementary ESL learners use a variety of strategies, including memorization, repetition, inferencing, mnemonics, and contextual associations. Teacher support, classroom environment, and socio-cultural factors significantly influence these strategies' effectiveness and preferences. The findings offer valuable insights into the vocabulary acquisition processes of young ESL learners, highlighting the interplay between cognitive and social factors. These insights are crucial for educationists and policymakers to develop individualized teaching methodologies that enhance language education and support the comprehensive development of elementary ESL students.