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Building Academic Language for ALL Learners, Including ELL

Building Academic Language for ALL Learners, Including ELL. EDC 448 – Dr. Coiro . Objectives. Build an understanding of the functions and challenging features of Academic Language (in English)

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Building Academic Language for ALL Learners, Including ELL

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  1. Building Academic Language for ALL Learners, Including ELL EDC 448 – Dr. Coiro

  2. Objectives • Build an understanding of the functions and challenging features of Academic Language (in English) • Make connections between instructional strategies that work for ALL Learners and those that especially benefit English Language Learners • Explore and reflect on the potentials of vocabulary activities that help learners appreciate nuanced shades of meaning and actively make nuanced connections between key concepts in your content area

  3. Social Language versus Academic Language

  4. What is Academic Language? • Academic language proficiency: the abilities to construct meaning from oral and written language, related complex ideas and information, recognize features of different genres, and use various linguistic strategies to communicate • Academic language: a set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts

  5. So what’s the big deal about ELLs in the United States? • 96% of English-Language Learners (ELL’s) scored BELOW BASIC on NAEP Reading Exam (2005) • 31% of ELL’s drop out of high school (compared to 10% native English speakers) • In the last 15 years, ELL populations have grown between 200% - 500% in states outside the top five states (CA, TX, FL, NY, IL) • Content area teachers MUST address their needs!

  6. Explicitly Teaching Academic Language: Bricks and Mortar • Bricks: technical words specific to a discipline (vary from concrete to abstract) = Tier 3 words • Mortar: general-utility words that hold the content-specific technical words together (often abstract as well) = Tier 2 words or “connectors” • Useful for explicitly teaching and linking academic language/text & thinking

  7. Explicitly Teaching Academic Language: Bricks and Mortar

  8. Functions of Academic Language • 1. To Describe Complex Ideas and Relationships • Example: human body systems, chemical reactions, geological forces; good and bad historical figures; complex word problems • People struggle to use tools of language to make clear and accessible • 2. To Describe Higher-Order Thinking • Example: metacognitive reading/thinking strategies (MMDAAVISS) • How to bridge language from “outside” school walls to classroom language • 3. To Describe Abstraction • “On the other hand, the two scientists had differing views on the topic of evolution.” (language cues are not automatic for everyone; no “average” student) • Create situations and tasks that train students to notice this language, and engage in thinking that reflects these abstractions (e.g., use graphic organizers - the long-term effects of war; evidence that supports opposing position; similarities between two cultures, interpretations of characters words/actions)

  9. Challenging Features of Academic Language • Figurative expressions (e.g., it boils down to; read between the lines; that answer doesn’t hold water) builds on knowledge of metaphors/cliches • Multiple meaning words (e.g., register; block; note) require mental flexibility and experiences in different contexts • Explicit language for “distant audiences” requires different language than that of oral language around the dinner table (note differences) • Supportive evidence to back up claims (what evidence is good?) • Long sentences with complex shades of verb meaning (The people could look for shelter elsewhere … would, can, will, shall, might, may, must, should, ought to..) and if/then qualifiers

  10. Challenging If/Then Qualifiers in Academic Language • Scientific method: If I were to add this to the mixture, what would happen? • Alternative possibilities in History: What would have happened if the Germans had repelled the invasion? • Narrative interpretations: How would you feel if you were in her shoes? If the character had been a woman, would the people have respected her less? • Math problem solving: If we put a zero in the denominator, what would happen? Could we solve this if gravity were not a constant?

  11. How can content-area teachers address these challenges? Explicitly teach and then design opportunities to practice… • Understanding nuances of academic language in each discipline • SEE YOUR HANDOUTS for subject-specific academic expressions • Understanding how words are used to communicate shades of meaning • SEMANTIC GRADIENTS ACTIVITY • Actively making personal connections and seeing relationships between ideas • LIST-GROUP-LABEL ACTIVITY

  12. Homework (Note changes in syllabus) • Due Tuesday, March 6: CHOOSE ONE: • Video Webcast and Reflection • Summary Handout and Reflection • Due Thursday, March 8: • Concept Definition for Two Terms from Your Lesson Plan Text (use handout from class) • NOTEBOOK CHECK!!! Bring to class • Continue work on Lesson Plan Backward Design Organizer (Blue handout with 3 columns)

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