Abstract
Since vocabulary plays a significant role in second language acquisition, expansive vocabulary targets should be set and pursued. This paper explores the results of introducing affixes to develop vocabulary and increase motivation for beginner to intermediate-level English language learners (ELLs) pursuing academic disciplines in law, science, and technology at a New York City community college. Participants included 23 ELLs with diverse linguistic, educational, and sociocultural backgrounds enrolled in an online synchronous Integrative Language Seminar (ILS) designed to develop all areas of English language proficiency. Pre‑, post‑, delayed tests, questionnaires, and post‑intervention interviews were conducted and analyzed to establish the language needs and motivational effects of interventions on vocabulary performance. Findings are as follows: Greek and Latin affixes provided the keys to mastering vocabulary needed for academic success across disciplines. The more root words and affixes ELLs learned the more motivated they were to read advanced texts associated with declared majors and future professional goals. Results concluded that participants perceived instructional advantages in learning affixes necessary for academic and professional goals.
Recommended Citation
George-Hunter, P. (2026). Unlocking Affixes in the ESL Community College Classroom: The Language of Law, Science, and Technology. Journal of English Learner Education. (19)3.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss3/3
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