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Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux,

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Presentation on theme: "Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux,"— Presentation transcript:

1 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway ACADEMIC LANGUAGE A guide for middle school teachers Nonie Lesaux, PHD Sky Marietta, MAT, EdD Emily Phillips Galloway, MSEd

2 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Agenda What is academic language? How does academic language intersect with conversational skills? What are key instructional levers for academic language?

3 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education What might be challenging about this text? What background knowledge does the reader need to support comprehension? Anything else you are struck by?

4 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education What is Academic Language (AL)? AL the written language of school texts the oral language used in classrooms and professional education the language of academic assessments the oral and written language of science the language associated with prestige and power

5 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Academic Language: A BIG problem space Academic Ways of Communicating language, language structures and ways of organizing speech and writing found in all academic contexts language, language structures and ways of organizing speech and writing unique to the disciples Vocabulary domain-specific words (e.g., photosynthesis) general purpose academic words (e.g., process)

6 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education AL: A Register Perspective Register: constellation of lexical and grammatical features that are used to support communicate in certain contexts (Halliday & Hassan, 1989; Schleppegrell, 2001: ) Learning to read and use academic language requires learning a new register of language that allows for participants in academic settings to communicate information in ways that are more precise and concise. Thing= Type =Kind= Species (precise) Hail+ Sleet +Rain + Snow= Precipitation (concise)

7 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education my linguistic self Shared-Interest communities Language shared by communities connected by common hobbies or activities (sports, music, video games, politics, religion, arts, etc.) Cooking Semifreddo, clarified butter ramp Academic/ Professional communities Language shared by school, university or professional communities Teaching First, read…then… Can you say more about…. Academic Learning-health policy, sociology, education absolute poverty Matthew effect Hawthorne effect hidden curriculum Social communities Language shared by friends, acquaintances Familial communities Language shared by families Norwegian Eg elskar deg Hallo Takk English Phillips-Galloway & Dobbs (2012) AL: One of many registers Activity Think About: Who are you as a language user? Write or Draw: On the provided web map your own language resources. Share: With the colleagues at your table, share your linguistic self.

8 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Learning from ourselves as language users…. language development continues throughout adolescence and potentially throughout life being a skilled language user in some social contexts does not guarantee adequate language proficiency in other social contexts as speakers develop new language skills to navigate an increasing number of social contexts the process of acquiring and being socialized into academic language –or thelanguage of school appears to be challenging for many students who speak fluently in other settings (Cummins, 2000; Schleppegrell, 2004; Snow & Uccelli, 2009)

9 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Language: Different Tools For Different Communicative Goals my linguistic self Shared-Interest communities Language shared by communities connected by common hobbies or activities (sports, music, video games, politics, religion, arts, etc.) Academic/Professional communities Language shared by school, university or professional communities Social communities Language shared by friends, acquaintances Familial communities Language shared by families Phillips-Galloway & Dobbs (2012) The colloquial language that students use at home is a valuable resource for building relationships, communicating emotions and forging a social identity.

10 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Language: Different Tools For Different Communicative Goals my linguistic self Shared-Interest communities Language shared by communities connected by common hobbies or activities (sports, music, video games, politics, religion, arts, etc.) Academic/Professional communities Language shared by school, university or professional communities Social communities Language shared by friends, acquaintances Familial communities Language shared by families Phillips-Galloway & Dobbs (2012) At school, adolescents need a particular set of linguistic tools for discussing abstract ideas.

11 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Rhetorical Flexibility: The instructional end goal my linguistic self Shared-Interest communities Language shared by communities connected by common hobbies or activities (sports, music, video games, politics, religion, arts, etc.) Academic/Professional communities Language shared by school, university or professional communities Social communities Language shared by friends, acquaintances Familial communities Language shared by families Phillips-Galloway & Dobbs (2012) The goal of AL instruction is to equip students with the ability to use a wider set of language forms and functions for an increasing variety of social contexts, including at school (Ravid & Tolchinsky, 2002).

12 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway PUTTING IDEAS TO PRACTICE

13 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education 3 Key Instructional Levers for Promoting Academic Language 1 Make tasks cognitively challenging AND context embedded 2 Teach language through content 3 Co-construction of content and language knowledge through talk

14 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Instructional Lever #1: Make tasks cognitively challenging AND context embedded Ask students to read, write, and respond to complex texts while providing support Graphic organizers Providing time for thinking and writing Text comprehension routines Classroom discussion and peer talk to scaffold thinking

15 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Instructional Lever #2: Teach Language Through Content By engaging students in writing and speaking activities that require the use of the target language features, we create an authentic context for language use Teach vocabulary that is necessary for conveying topic knowledge Read multiple texts on the same topic Embed lessons in units of study

16 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Instructional Lever #3: Co-construction of content and language knowledge through talk Peer discussion can be one of the richest contexts for acquiring new language and learning on a topic Frequent, short discussions Discussion as a classroom routine Discussions that center on texts, particularly complex texts

17 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Accommodating Linguistically Diverse Students Allow students to connect knowledge and language in their L1 to L2 content Encourage peer discussion in the L1 at the start of a unit Allow the use of the L1 to first express thinking Make quick connections for common words that do not require deep exploration

18 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway CLOSING AND REFLECTION RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

19 Materials sponsored by the Office of English Language Learners, New York City Department of Education Fostering ELLs Achievement in Middle SchoolLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education Closing Discussion What do you see as the language needs of your students? What is one change you might make to support your students academic language development?


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