CULTURALLY RESPONSIVE ESL TEACHING: MEETING THE DIVERSE NEEDS OF ELEMENTARY LEARNERS

Abstract

This study examines vocabulary acquisition strategies among elementary ESL learners, drawing on cognitive and social constructivist theories. Using a mixed-methods approach, data were collected through interviews with 20 students and 10 teachers, and surveys of 50 students. Findings reveal that learners employ diverse strategies such as memorization, repetition, mnemonics, and contextual inference. Teacher support, classroom environment, and sociocultural factors significantly influence strategy effectiveness. Although statistical analysis showed limited predictive power (F = 0.315, p = 0.972), the study highlights the complex interaction of cognitive and social elements in vocabulary learning. These insights inform educators and policymakers in designing tailored approaches to improve ESL vocabulary instruction at the elementary level.