1. Supporting the Development of Academic Language Jill Robbins Second Language Learning Consultants, Washington, DC

2. What’s difficult in Math? Verbal Explanations: referent is abstract, must produce explanations Vocabulary: unique words and specialized meanings of common words: round, table, little context Structures: specialized syntax Non-Linguistic Factors: measurement system, numerical conventions

3. Math’s Syntactic Structures Comparatives (greater/less than; n times as much as; as…as) Prepositions (divided into; divided by; multiplied by) Passive Voice (x is defined as…) Reversals (a = b - 5 or b - a = 5) Logical Connectors (if…then…)

4. Problem-Solving Steps 1.Understand the problem 2.Find the needed information 3.Choose a plan 4.Solve the problem 5.Check the answer

5. What’s difficult in Science? Vocabulary: Latin/Greek Discourse: facts presented; Inferences expected Structures: increasingly complex Academic Language Skills Concepts: conflict with naïve understandings Study Skills: locate info, take notes Read diagrams, charts

6. What’s difficult in Social Studies? Concepts & Prior Knowledge Vocabulary: words represent complex ideas: democracy Language Functions:analyze, compare, contrast, evaluate Structures: long sentences with embedded clauses; cause/effect phrases; variety of tenses used

7. What is Academic Language? Language used during teaching and learning. Language of literature. Language in content textbooks. Language used to communicate new concepts. Language of literacy.

8. Teaching Academic Language 1.Identify student needs 2.Provide comprehensible texts 3.Expect authentic and appropriate student products

9. Sociolinguistic Perspective on Academic Language Solomon & Rhodes (1995) Identified disparity between researchers’ and educators’ concepts of academic language Cultural component to academic discourse: differing Initiation-Reply- Evaluation (IRE) patterns (Phiilips 1983)

10. 1.Academic Language Needs of English Learners Develop academic vocabulary. Understand and use correct grammatical structures and appropriate discourse. Read to acquire new information. Understand information presented orally. Participate in classroom discussions. Write to communicate knowledge and ideas.

11. 2.Academic Language Texts Informational texts: articles, essays, textbooks, websites, electronic databases. Oral texts: teacher, speakers, students, video, TV, film.

12. 3.Academic Language Products Science lab reports and presentations Math problem explanations. Social Studies research reports. Constructed answers to demonstrate comprehension.

13. Analyzing Textbook Language What difficulties will ELLs have with this type of content material?

15. THE TEACHER’S ROLE Model academic language. Practice literacy across the curriculum. Teach language awareness. Develop students’ metacognition. Teach learning strategies.

16. Language Awareness and Use Focus on language forms. Identify language registers. Practice language functions. Differentiate between discourse styles. Use language for critical thinking. Gain insight into own L1 and L2.