The Academic Language: Definition, features, Functions and Strategies

Slides:



Advertisements
Similar presentations
Passage Based Reading for the Sat
Advertisements

Hedging Language: An Essential ESOL Skill for Sustained Academic Success Eric H. Roth USC Master Lecturer LA Regional CATESOL 2014 Cal State Northridge.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.
Using Visual Patterns to Facilitate Learning. Developed in 1988 by Dr. David Hyerle. A common visual language for learning.A common visual language.
Intellectual Challenge of Teaching
Short Paper By Anselmus Sudirman Th Laksmi Widyarini STIKES Jenderal Ahmad Yani Yogyakarta.
WRITING GENRES & THE CCGPS. What is a genre? A category of composition characterized by similarities in form, style, or subject matter.
Writing Instructional Objectives
READING QUESTION TYPES
Assessing Reading: Meeting Year 3 Expectations
Hedging COMM 200.
Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.
SAT 7 Final SAT Review.
Literacy & Science An NSTA Press Authors’ Workshop Writing Strategies Grades 3-5 Jodi Wheeler-Toppen (Could I have a couple of volunteers before we start?)
1 Summer 2012 Educator Effectiveness Academies English Language Arts Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom.
Geography and Disciplinary Literacy in Elementary Classrooms Judy Britt Winthrop University 1988 Summer Geography Institute 1991 Educational Technology.
© British Council, All rights reserved. Language Awareness in the Primary Classroom An ELIS WSA-EC course, under licence from British Council Session.
Second Language acquisition
Breaking Down the Prompt
GRE Test Preparation Workshop for Campus Educators Preparing for the Verbal Measure.
Understand About Essays What exactly is an essay? Why do we write them? What is the basic essay structure?
B.Sc, MSc, MD. WINDSOR UNIVERITY Samuel Taiwo Alawode.
Strategies for Success with Reading Exams
LAS LINKS DATA ANALYSIS. Objectives 1.Analyze the 4 sub-tests in order to understand which academic skills are being tested. 2.Use sample tests to practice.
Reading ACT Test. Format 40 questions/4 passages/35 minutes/ ½ minutes per passage 2-3 minutes to read each passage and 5-6 to answer questions.
The Problem page, Coherence, ideology How an ideological message is conveyed through language, and particularly through the following aspects of textual.
Jill Kerper Mora San Diego State University. 1.Why do we need to write instructional objectives? What are IOs good for? 2.How do instructional objectives.
Skilled Reading for New Teachers. Focus Questions What general principles seem to hold true regardless of the subject matter we are teaching? What general.
Text Dependent Questions Betsy Madison Jackie Rogers.
Pacing Guides Grade 2 - Quarter 1 Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing.
Southern Regional Education Board Literacy Design Collaborative Disciplinary Reading and Working on Modules Day 4 Lynda Gillespie Linda Mabe SREB Literacy.
Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)
PSAE Reading WorkKeys Reading for Information Assessment.
SCIENTIFIC LITERACY The knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic.
Editorial Cartoons Post-Election How to Analyze an Editorial Cartoon What do you see? What is the event or issue that inspired the cartoon? What.
Day 1 Word Recognition Phonics, Fluency, & Comprehension
How To Analyze a Reading Presented By: Dr. Akassi Content From The Norton’s Field Guide To Writing.
Pacing Guides Grade 1 - Quarter 1 Students read texts, write about those texts, speak and listen about the texts and use language correctly when writing.
I. The Preamble When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with.
Integrating Language Development in the Content Areas Kris Nicholls, Ph.D. Director, CABE Professional Development Services.
10/13. Apex 1.2.6: The Declaration Introduction – Relationship between syntax and meaning Preamble – Establishes basic premises for revolution Body –
Preparing Teacher Candidates to Address Academic Language for the edTPA Bryan Gillis Ph.D. Associate Professor of English Education and Literacy Kennesaw.
Technology and Literacy 2 April Learning Intentions To be able to explain the literacy profile of NZ students To identify the subject specific demands.
Welcome Opening Prayer. Content Objectives: 1.I will review the definition of texts and the teacher’s responsibility in choosing classroom materials.
Differences between EAP and EGP Features of EAP. Categories for the main distinguishing features of Academic English Complexity Formality Precision Objectivity.
COURSE AND SYLLABUS DESIGN
Lucretia Mott Elizabeth Cady Stanton Judith Sargent Murray Abigail Adams.
Academic Language: The Gateway to Student Achievement Fall Susan GordonShort Version! Gaithersburg High School.
ELA - 3 Common Core Vs Kansas Standards. DOMAIN Standards For Literature (RL)
Image #1 Image Analysis: What do you think is going on in this picture? Which person, thing, or event does this image relate to (which Word Wall term)?
Learning Objectives for Senior School Students. Failing to plan is planning to fail. / Psychology of Achievement /
Hedging, Boosting and Positioning
Hedging  Sometimes we do not want to state a fact too categorically if we are not sure that we can prove that it is true. We can use a range of expressions.
Interaction in EMI lectures. Presentation skills Olena Berezniak, As. Department of Mineral Dressing.
Portfolio By: Fatima Henriquez. Balanced Literacy  Identify and explain the components of a balanced literacy program. Balanced Literacy is a framework.
4TH Grade ELA Standards.
Assessment.
1. Review of last Friday (Form, Function, Fluency)
Historiography & Primary Source Documents
Assessment.
Hedging By: Isa Paola Márquez carrero
Beyond NCEA Level 1 Literacy
The Declaration of Independence
Unpacking This Week’s ELA Standards
Scaffolding Reading with Comprehension Outlines
UNPACKING THE FIRST 2 SENTENCES OF THE PREAMBLE and MORE!
TEACHING READING Indawan Syahri 12/8/2018 indawansyahri.
SAT 2 Passage Based Strategies
Declaration of Independence
John Locke Social Contract 
Presentation transcript:

The Academic Language: Definition, features, Functions and Strategies Presented by Leila Kanso, Ph.D.

Objectives Distinguish between academic language and social language Explain the features and functions of academic language Explore research based strategies that enhance academic language a. Yes-No-Why b. Possible Sentences c. Word Pair Analysis d. Shades of Meaning e. RAFTS f. Lifted Sentence

What is Academic Language? Academic language refers to the specialized vocabulary, grammar, discourse, and functional skills associated with academic instruction and academic materials and tasks.

Academic Language can be defined as: 1) the language used in the classroom and workplace 2) the language of text 3) the language of assessments 4) the language of academic success 5) the language of power.

Academic Language: Six Domains/Features Information Density Lexical Preciseness Academic Stance Linking Ideas Academic register Discourse Structure

Domain 1: Information Density To understand the dense information in the academic language, students need to emoply the knowledge of: a. complex words: * Multi-syllabic words with prefixes, suffixes, Greek & Latin roots * Nominalization: Ex. Pursue=pursuit, happy=happiness, b. complex sentence: Example: “Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me.”

Domain 2: Linking Ideas Students need to acquire the skills needed to track themes or participants in referential chains When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. The ability to understand connecting words (therefore, consequently, however; by the same token, further more, in contrast to)

Domain 3: Discourse Structure Students need to have a solid knowledge of text organization * Problem/Solution * Compare/Contrast * Cause/Effect * Description * Directions * Chronological/Sequence * Fiction: Plot

Domain 4: Awareness of Academic language register Ability to identify language that conforms to academic language expectations in contrast to colloquial/slang language register. Recognizing the various contexts of language use. Ex: So it really hit me one night not that long ago… And I don’t know it just kind of snuck up on us. vs. Eventually, I realized that I needed to reconsider my priorities and---

Domain 5: Academic Stance Detached or passive voice * Ex. research says--, all men are created equal Hedging: mechanism used to manage the tone, attitude, and information (Using authoritative, vague or cautious statements) * Ex. Verbs= will, must, would, may, might, could; believe, assume, suggest; seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate, suggest; adverbs= often, sometimes, usually; certainly, definitely, clearly, probably, possibly, perhaps, conceivably; adjectives =certain, definite, clear, probable, possible; nouns= assumption, possibility, probability; clauses = it might be true that--, It might be suggested that

Domain 6: Lexical Preciseness Using precise vocabulary to express ideas. Ex. Wordsmithing Say Negative Positive Tired: Grumbled Sighed Mumbled Angry: Screamed Shouted Fumed Scared: Stammered Gasped Trembled Needy: Pleaded Begged requested Happy: Joked Laughed rejoiced Caring: Comforted Supported suggested

Increasing Specialization of Literacy Development Disciplinary Literacy Disciplinary Literacy Intermediate Literacy Basic Literacy

Increasing Specialization of Literacy Development These are skills taught in the early grades typically known as the “learning to read” grades. Literacy skills such as decoding and knowledge of high-frequency words that underlie virtually all reading tasks. It is the stage where students basically learn to read Disciplinary Literacy Disciplinary Literacy Intermediate Literacy These are skills that are taught in the early grades typically known as the “learning to read” grades. During these early years students are taught: Basic decoding Understanding of various print and literacy conventions (e.g. directionality) Recognition of high-frequency words Basic fluency routines (e.g. responding appropriately to basic punctuation) Organizational structures (e.g. problem-centered formulation of stories) Assumption of an author Basic Literacy

Increasing Specialization of Literacy Development Literacy skills common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency. Disciplinary Literacy Disciplinary Literacy Intermediate Literacy During the upper elementary grades students begin to go beyond these basic aspects of reading. They acquire skills that are a little more sophisticated and not as widely applicable BUT they are NOT linked to specific disciplines. These skills are gained by the end of middle school, but it is common to find high school students who are still struggling with these skills. These skills include: Decoding multi-syllabic words Responding with automaticity to words that are not part of the high-frequency words Interpreting less common forms of punctuation Knowing the meaning of a larger bank of words Learning to monitor their own reading comprehension Reading with more stamina Learning more complex forms of text organization (e.g. parallel plots, cause-effect) Understanding that authors have purpose Basic Literacy

Increasing Specialization of Literacy Development Disciplinary Literacy Disciplinary Literacy During middle school and high School students are expected to master more specialized reading routines and uses of language. Literacy skills specialized to history, science, mathematics, literature or other subject matter. Intermediate Literacy During middle school and high school, students many (but not nearly enough of) students begin to master more specialized reading routines and uses of language. Batman and Superman: It is important for content area teachers to continue the “teaching of reading” to their students by teaching them the discipline literacy of their content. Think about it this way, some kids are like SUPERMAN. They don’t need any help. They can figure out what they need to do to succeed and to study well in any content classroom. But, most of our kids are more like BATMAN. They need our help, like Batman needed the butler’s help and the car and the cape and all of his high tech gear to accomplish the same things as Superman. Both Superman and Batman achieve the same goals, but they need different amounts of help along the way. Basic Literacy

Deep Dimension of Academic Language

Functions of Academic Language Observe and explore the environment, acquire information, inquire Identify, report or describe information Describe similarities and differences in objects or ideas sequence objects, ideas, or events. Group objects or ideas according to their characteristics. Separate whole into parts, identify relationships and patterns Make inferences, predict implications, hypothesize. Give reasons for an action, decision, point of view; convince others Define and represent a problem; determine a solution Combine or integrate ideas to form a whole group assess and verify with of an object, idea or decision.