This article discusses the robust vocabulary instruction along with the emergent of bilingual apprentices within the settings of both clinical and also broad classrooms. According to the authors, the robust vocabulary instruction puts more focus on the high application of words that are considered to be academic ones and which have abstract definitions and occur in the texts across the areas of content — some examples of these words mentioned in the article as ambiguous and moderate. A morphological analysis must infuse in vocabulary instruction for the emergent apprentices which highlighting the Latin origins.

The authors mentioned that the reason behind this is to support the students in solving some definition issues regarding some of the novel and unfamiliar words for them. Furthermore, this morphological investigation will also act as a bridge to connect the semantic groups of associated words in the English language. Moreover, this study has presented specific structure components integrated into , which is basically a program of academic vocabulary involvement meant for the developing bilingual apprentices in the middle school (Crosson, McKeown, Robbins, & Brown, 2019). This involvement program was established with a purpose to support the growth of vocabulary for those developing bilingual apprentices.

In this study, the authors also have revealed the effective or ‘robust’ measures of the vocabulary instruction are such as; concentrates on a little amount of high words application along with the broad academic words, provides both definitional and contextual information around the targeted words, involves all of the apprentices in various, different, most excellent quality encounters, and, integrates recurrent occasions for some interactions whereas the apprentices discuss and utilize the academic words.

An interesting topic from this study is regarding the design of   system, the research has underlined its certain principles which are; creates cross-linguistic connections to different Latinate languages as much as possible to support the apprentices remember and learn the definition, teaches the semantic system for all of the apprentices, clearly illustrates the apprentices around both the  and also  shifts, train the apprentices for access fluency to source the definitions, and, highlights a flexible orientation of problem-solving in accordance with utilizing the Latin roots aimed at learning the meanings of academic words.

The study has resolved that it would be valuable for all the apprentices who are designated developing bilinguals in the US to equip themselves with knowledge and metalinguistic talents to advance their understanding of academic vocabulary (Crosson, McKeown, Robbins, & Brown, 2019).

Reference of Key elements of robust vocabulary instruction

Crosson, A. C., McKeown, M. G., Robbins, K. P., & Brown, K. J. (2019). Key elements of robust vocabulary instruction for emergent bilingual adolescents. Language, speech, and hearing services in schools, 493-505.