1. Academic Language

2. What is language?
This is a question we asked the TC’s to contemplate on the first day of 270H Language, Culture and Learning.
In a small group of 2-3, brainstorm what you think “language” is.

3. Underlying assumptions about language…
Group repsonse…
TC’s responses…
Webster’s definition: words, their pronunciation and the methods used to combine them and be understood by a community

4. We asked TC’s to consider these questions in terms of "language”
Why?
How?
When/
Where/
Who?

5. These are the things we talked about this summer….
Why?
Purposes
How?
Grammar
Pronunciation
When/
Where/
Who?
Communicative
Competence

6. This is what we are talking about now…
Why?
Purposes
Functions
How?
Grammar
Pronunciation
Forms
When/
Where/
Who?
Communicative
Competence
Fluency

7. So… What is Academic Language????
Given what you now know about what the TC’s know about language,
In your same small group of 2-3, brainstorm what you think “ academic language” is and how it might differ from “social language.”

8. Functions, Forms & Fluency
Dutro & Moran (2003) introduce the notions of functions (tasks), forms (tools) and fluency (derived from opportunities to practice).

9. Developing Academic Language: Functions, Forms & Fluency
Functions (Dutro & Moran, pp )
The tasks or purposes AND uses of language.
We use language to accomplish something in formal or informal settings, for social or academic purposes.
Social purposes include: exchanging greetings, expressing needs, making jokes, exchanging greetings, indicating agreement or disagreement, participating in personal conversations, etc.

10. Academic Language Functions Dutro & Moran
Navigating written text
Asking/answering informational questions
Asking/answering clarifying questions
Relating information
Comparing and contrasting
Explaining cause and effect
Justifying and persuading
Drawing conclusions
Summarizing
Evaluating
Conducting research

11. Cognitive Academic Language Learning Approach
Chamot & O’Malley (1994) suggest that academic language instruction and opportunities for practice should be integrated with academic content instruction.
They also introduce the notion of academic language functions, “the tasks language users must be able to perform in the different content areas” (p. 40).

12. Academic Language Functions Chamot and O’Malley
Seek Information - use who, what, when, where, how
Inform - recount information or retell
Compare - explain graphic organizer showing contrast
Order - describe timeline, continuum or cycle
Classify - describe organizing principles
Analyze - describe features or main idea
Infer - generate hypotheses to suggest cause/outcomes
Justify & Persuade - give evidence why “A” is important
Solve Problems - describe problem-solving procedures
Synthesize - summarize information cohesively
Evaluate - identify criteria, explain priorities, etc.

13. Function: Comparing/Contrasting Dutro & Moran, p. 237 (Figure 10.6)
Beg: big ocean
small lake
EI: An ocean is big.
A lake is small.
Int: An ocean is larger than a lake.
EA: An ocean is enormous compared with a lake.
Adv: An ocean is vast. Even the largest lake is small by comparison.

14. Forms Grammatical features and word usage.
The tools necessary for discourse, for reading and writing, for using complex language and for engaging in cognitive processes.

15. Structures/Forms

16. Language Universals-Structures
the sound system, called phonology
the rules of word formation, called morphology
the system of meanings, called semantics
and the rules of sentence formation, called syntax.”

17. Forms include: Dutro & Moran, p. 237
Parts of speech
Verb tenses
Subject/verb agreement
Use of pronouns
Conjunctions
Sentence structure & syntax
Brick and mortar words/phrases

18. Brick and Mortar Dutro & Moran, p. 239
“Brick” words are the vocabulary specific to the content and the concepts being taught.
They include such words as: government, democracy, line, tone, mitosis, anaphase, metaphor, theme. subjunctive, variable, algorithm, etc.

19. Brick and Mortar Dutro & Moran, p. 239
“Mortar” words and phrases are the basic and general utility vocabulary required for constructing sentences. They are words that determine relationships between and among words. They are words that hold our language together and are essential to comprehension. (Dutro & Moran, p. 239)

20. Mortar Words & Phrases - Dutro & Moran, pages 239-240
Connecting words: because, then, but, sometimes, before, therefore, however and whereas
Prepositions and prepositional phrases: on, in, under, behind, next to, in front of, between, among and in the background
Basic regular and irregular verbs: leave, live, eat, use, saw, and went
Pronouns: she, he, his, their, it, each other, and themselves
Academic vocabulary: notice, think, analyze, plan, compare, proof, and characteristics

21. Brick and Mortar Compare/Contrast
Marine mammals
Ocean fish
Excellent
Swimmers
Vertebrates
Live in
groups
Born alive
Lungs
Warm blooded
Produce milk
Born from eggs
Gills
Cold blooded
Do not produce milk

22. Mortar Words Compare/Contrast
Sentence Frame:
________ have __________, whereas________ have _____________.
Marine mammals have lungs, whereas ocean fish have gills.
Providing the mortar words will enable students to use language to compare and contrast.

23. Fluency (Dutro & Moran, p. 242)
The facility with which a speaker, reader and writer uses language.
Developed through focused and deliberate engagement with a range of uses of language (both oral and written), and many opportunities to practice the newly learned forms in different contexts.

24. Ways of Being Fluent

25. Application Activity
You are going to further explore functions and forms.
With a partner, determine whether each item on the list is a language function or a grammatical form. Note this in the second column.
Match each function to the grammatical form needed to express it and record this in the third column.
Finally, with another pair, generate ideas for how you might address each of the function/form pairs. In other words, how might you teach this?

26. General Principles Dutro & Moran, pages 242-243
Build on students’ prior knowledge
Language and content knowledge
Create meaningful contexts
Provide comprehensible input and model forms
Provide opportunities for application & practice
Establish positive environment with clear goals and constructive feedback
Reflect on the forms of language and the process of learning