Academic language for Secondary

Academic Language for English Language Learners Featuring Dr. Robin Scarcella, University of California at Irvine Hosted by Delia Pompa, National Council of La Raza Available on demand | www. ColorinColorado . org/webcasts

What is academic language? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why is academic language so important? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Academic language in action: Two writing samples from a university ESL student ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Academic language in action (cont.): ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Social language vs. academic language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Do students need to master social language first? ,[object Object],[object Object]

Recognizing social vs. academic language ,[object Object],Note: This chart may not appear on printouts of the outline format. Informal Language Academic Language repetition of words variety of words, more sophisticated vocabulary sentences start with “ and” and “but” sentences start with transition words, such as “however,” “ moreover,” and “in addition” use of slang: “guy,” “cool,” and “ awesome” No slang

Activity Idea: Recognizing social v. academic language ,[object Object],[object Object],[object Object],[object Object],[object Object]

Academic language in oral expression ,[object Object],[object Object],[object Object],[object Object],[object Object]

Activity Idea: Practicing oral academic language ,[object Object],[object Object],[object Object],[object Object],[object Object]

Activity Idea: Practicing oral academic language (cont.) ,[object Object],[object Object],[object Object],[object Object]

Using academic language in a student’s native language ,[object Object]

At what age should academic language instruction begin? ,[object Object],[object Object],[object Object],[object Object],Note: Formal academic language instruction should begin in 4 th grade.

At what age should academic language instruction begin? (cont.) ,[object Object],[object Object],[object Object]

Instruction for young children ,[object Object],[object Object],[object Object]

Instruction for young children (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Linguistic concepts and academic language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Linguistic concepts and academic language (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Linguistic concepts and academic language (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Note: To learn about other concepts included in academic language, review Dr. Scarcella’s interview for the Doing What Works website.

Choosing what to teach in academic language instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Academic language and word usage ,[object Object],[object Object],[object Object],[object Object]

Academic language and word usage (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Activity: Beyond definitions ,[object Object],[object Object],[object Object],[object Object]

Activity: Close reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Fixed expressions in academic language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What does close reading accomplish? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Activity: Summarization ,[object Object],[object Object],[object Object],[object Object],[object Object]

Activity: Engaging older students ,[object Object],[object Object],[object Object]

Activity: Engaging older students (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Tips for working with older students ,[object Object],[object Object],[object Object],[object Object]

Tips for working with younger students ,[object Object],[object Object],[object Object],[object Object],[object Object]

Tips for working with younger students (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Does academic language need its own block of time? ,[object Object],[object Object],[object Object],[object Object]

How much time should teachers spend on academic language instruction? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Tips for academic language and writing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Academic writing in the content areas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Importance of feedback ,[object Object],[object Object],[object Object],[object Object],[object Object]

Using a school-wide feedback system ,[object Object],[object Object],[object Object],[object Object],[object Object]

Using a school-wide feedback system (cont.) ,[object Object],[object Object],[object Object],[object Object]

Curriculum and content objectives ,[object Object],[object Object],[object Object],[object Object]

Who is responsible for teaching academic language? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is the role of the content teachers at a high school level? ,[object Object],[object Object],[object Object],[object Object],[object Object]

What is the role of the content teachers? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Vocabulary in content instruction ,[object Object],[object Object],[object Object]

Vocabulary in content instruction (cont.) ,[object Object],[object Object],[object Object]

Academic language and newcomers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Long-term ELLs and academic language ,[object Object],[object Object],[object Object],[object Object]

Long-term ELLs and academic language (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Independent use of academic language ,[object Object],[object Object],[object Object]

Resources: Learner dictionaries ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Independent use of academic language ,[object Object],[object Object],[object Object],[object Object]

Administrators and academic language ,[object Object],[object Object],[object Object],[object Object],[object Object]

Administrators and professional development ,[object Object],[object Object],[object Object]

Teacher collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Online resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Online resources (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Myths and misconceptions ,[object Object],[object Object],[object Object],[object Object],[object Object]

Myths and misconceptions (cont.) ,[object Object],[object Object],[object Object]

Myths and misconceptions (cont.) ,[object Object],[object Object],[object Object],[object Object]

Final thoughts ,[object Object],[object Object],[object Object],[object Object]

Thank you for joining us for this Colorín Colorado webcast! For more information about instructing English language learners, please visit www. ColorinColorado .org Funding for this Colorín Colorado webcast is provided by the American Federation of Teachers with additional support from the National Council of La Raza.

Academic language for Secondary

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Academic language for Secondary

Similaire à Academic language for Secondary (20)

Plus de Jill A. Aguilar

Plus de Jill A. Aguilar (20)

Dernier

Dernier (20)

Academic language for Secondary