1. Academic Language: More Than Just Vocabulary
Academic Language: More Than Just Vocabulary... The Bricks and Mortar of Student Achievement
Jacksonville District #117
Educator Induction Program
Tuesday, March 13, 2012
3:30 – 3: Sign-In and Collaboration Time
3:45 – 4: Work with Academic Language
4:15 – 4: Closure and Collaboration Time

2. I’m Yours…

3. Explicit Instruction and Scaffolding
Academic English is not merely acquired through exposure (listening and social interactions).
Every voice is important. We participate, not when we are interested, but when we feel confident and competent.
Only 4% of English Learners’ school days are spent engaging in student talk.
The ultimate goal of English language development is oral fluency...accurate oral fluency.

5. Bricks and Mortar of the English Language
Range from Concrete to Abstract
Words Used Across a Variety of Domains
Communicate Complex Thoughts
General but Sophisticated
Some Examples are Represent, Reflect, and Correspond

6. Frequently Used Academic Terms
Access
Appropriate
Contrast
Corresponding
Criteria
Function
Overall
Resolution

7. Your Turn… In Your Practice, What are the Bricks and Mortar?
foreshadowing
indication
characterization
interpretation
Sketch a T-Chart on a Post-It
90 Seconds to Brainstorm and Write
Accountability is the Expectation…Not the Option

8. The Idea Wave Although one “brick” in my practice is _________,
a “mortar” word is definitely _________________.

9. Critical Aspects of Academic Oral Language
Vocabulary
Syntax
Grammar

10. “Academic talk is comprehensible verbal output addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar.” ~Kinsella, ~Swan & Lampkin, 1998

11. Language for Classroom Learning: Expressing Agreement
Casual Conversational English
Yeah. Right.
Uh huh.
Formal Spoken and Written English
I agree with you.
I understand what you mean.
I see what you are saying.

12. Language for Classroom Learning: Asking for Clarification
Casual Conversational English
Huh? What? I don’t get it.
Formal Spoken English
I don’t quite understand (the directions, the task).
Could you explain what you mean by ___?
Could you provide another example of ___?
Could you define the term ___?

13. The of Common Core = Academic Language and Student Engagement

14. Starters vs. Frames Responsibilities vs. Response Options
I agree with _________ because _______________________________________.
I agree with __________ in that ________________________________________.
My idea is similar to ___________________. I also believe ________________.
Responsibilities vs. Response Options

15. A Response Frame in Academic Register with a Targeted Word Bank
What challenges do immigrants face coming to America?
One challenge that immigrants face is _______ (verb ending in –ing) ____.
One challenge that immigrants face is learning a new language.
Word Bank: dealing with…
finding…
understanding…

16. Your Turn… What is one thing you comprehend about Academic Language?
Think, Write, Pair, Share (Use Post-Its…Again!)
Give One, Get One
According to _________________________, one piece of developing Academic Language is ____________________________________.

17. “As students learn to more skillfully use language in school settings, we must keep working alongside them, helping them construct and communicate complex meanings. We must use our expertise in the discipline to train students when and how to use different academic language tools, such as general academic terms, content-specific vocabulary, grammar, and organizational conventions. If we teach these things well, students will be able to build whatever types of meaning they are asked to build in later years of school and beyond (255).
~Building Academic Language: Essential Practices for Content Classrooms, 2008