Keywords
How to Cite
Abstract
This article aims to investigate the role and impact of borrowed complex words in educational contexts, focusing on their effects on teaching practices and student comprehension. Utilizing a mixed-methods approach, we analyzed educational texts, conducted surveys with educators, and performed reading comprehension tests with students across different grade levels. The analysis revealed that borrowed complex words, predominantly from Latin and Greek, are prevalent in academic materials and can enhance linguistic precision. However, they also introduce significant cognitive challenges, especially for students with diverse linguistic backgrounds. The conclusion emphasizes the necessity for educators to adopt balanced instructional strategies that incorporate borrowed words effectively while promoting understanding and accessibility, thereby supporting equitable educational outcomes for all learners.
References
Nagy, W. E., & Townsend, D. (2012). Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47(1), 91-108. doi:10.1002/RRQ.011
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing Research to Practice. Lawrence Erlbaum Associates.
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Palgrave Macmillan.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2), 213-238. doi:10.2307/3587951