WHY EXPLICIT TEACHING IS KEY TO VOCABULARY LERNING

Abstract

This article challenges the dominance of constructivist pedagogical discourse in the Western world, contrasting it with insights from cognitive science and Cognitive Load Theory. The author argues that, contrary to the autonomous discovery methods promoted by current regulations, explicit instruction led by the teacher is more effective and equitable, particularly for disadvantaged students. Drawing on the seminal work Bringing Words to Life (Beck et al., 2013), the paper analyzes the importance of robust "Tier 2" vocabulary instruction as a cornerstone of reading comprehension. It describes a practical classroom application in Secondary Education, utilizing retrieval and elaboration techniques to consolidate learning in long-term memory. The study concludes that true educational equity does not lie in romanticized methodologies, but in evidence-based instruction that restores the teacher's role as an expert. Therefore, teacher training must shift from theoretical abstraction toward pragmatic, tangible practices that ensure academic success for all students.