EXPLORING THE IMPACT OF CONTEXTUALIZED VOCABULARY INSTRUCTION ON ENHANCING READING COMPREHENSION: INSIGHTS FROM ENGLISH TEACHERS AT SOCORRO NATIONAL HIGH SCHOOL

Education

This study addresses the critical challenge of improving vocabulary instruction in reading lessons, a global concern central to educational reform across diverse socio-political contexts. Despite the increasing recognition of contextualized vocabulary instruction (CVI) as a potent pedagogical strategy, its implementation remains inconsistent, often impeded by resource limitations, curricular constraints, and varying student engagement levels. This research aims to investigate how teachers implement CVI in their classrooms, the challenges they face, and the observed changes in student learning outcomes. The study is grounded in Vygotsky’s sociocultural theory, which emphasizes the social and contextual nature of learning and is supplemented by constructivist principles that prioritize student engagement and knowledge co-construction. A qualitative case study approach was employed, involving interviews with English teachers to explore their experiences and insights. Key findings suggest that CVI fosters greater student independence, improves vocabulary retention, and enhances overall reading comprehension. However, teachers face significant challenges related to time constraints, diverse student backgrounds, and insufficient resources. The theoretical contribution of this study lies in its exploration of the intersection between pedagogical practices and sociocultural factors in vocabulary instruction, advancing understanding of how language education can empower students and promote critical thinking. Practically, the study provides insights into effective teaching strategies and highlights the need for systemic support in teacher training and resource allocation. The findings contribute to ongoing debates on educational equity, policy reforms, and the broader implications of education as a tool for social transformation in diverse global contexts.

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