Academic Language in Diverse Classrooms: Definitions and Contexts
Autor Margo Gottlieb, Gisela Ernst-Slaviten Limba Engleză Paperback – 4 iun 2014
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Specificații
ISBN-13: 9781452234786
ISBN-10: 1452234787
Pagini: 256
Ilustrații: black & white illustrations, black & white line drawings, figures
Dimensiuni: 178 x 254 x 16 mm
Greutate: 0.52 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1452234787
Pagini: 256
Ilustrații: black & white illustrations, black & white line drawings, figures
Dimensiuni: 178 x 254 x 16 mm
Greutate: 0.52 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"This book brings language learning in the classroom alive! While there is plenty of theory and research to ground the practices the authors describe, this is not a dry book about language learning. Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students’ development of academic language, while at the same time discussing why the practice is effective. For those who are interested in learning more about academic language and how to help students develop it, this book is a must read."
"This detailed and richly exampled book provides a comprehensive framework for both pre-service and practicing teachers to dig deeply into the nature and development of the language skills necessary for academic success. It emphasizes the need to move beyond a narrow conception of academic language as vocabulary words to an exploration of the nature of instructional and assessment practices that develop language and thinking at the conceptual and discourse levels. The classroom-based examples from across the curriculum, including the arts and physical education, illuminate the nature of the language demands unique to and common across each discipline. I highly recommend this book as a vital tool to guide curriculum planning and renewal at every level."
"Academic Language weaves content and language teaching as a focus for designing viable units of learning throughout the school year. By providing students with linguistic tools to understand and use academic content, it enhances their opportunities to meet the rigor of the Common Core State Standards and the Next Generation Science Standards. The authors offer explicit examples of how to build students’ language development using a framework with clear learning targets that lead to effective teaching practices."
"This book provides a promising vision on how to teach academic language to diverse learners including English Language Learners (ELLs). The authors present a comprehensive framework that combines learning content and language in ways that engage students to learn key ideas and concepts, link concrete knowledge and abstract knowledge, and promote critical thinking. The specific steps on how to create differentiate language objectives for ELLs at different levels of English language proficiency is particularly helpful. I highly recommend this book for general education and English as-a-second language teachers who work as a team to provide effective instruction for diverse learners."
"This detailed and richly exampled book provides a comprehensive framework for both pre-service and practicing teachers to dig deeply into the nature and development of the language skills necessary for academic success. It emphasizes the need to move beyond a narrow conception of academic language as vocabulary words to an exploration of the nature of instructional and assessment practices that develop language and thinking at the conceptual and discourse levels. The classroom-based examples from across the curriculum, including the arts and physical education, illuminate the nature of the language demands unique to and common across each discipline. I highly recommend this book as a vital tool to guide curriculum planning and renewal at every level."
"Academic Language weaves content and language teaching as a focus for designing viable units of learning throughout the school year. By providing students with linguistic tools to understand and use academic content, it enhances their opportunities to meet the rigor of the Common Core State Standards and the Next Generation Science Standards. The authors offer explicit examples of how to build students’ language development using a framework with clear learning targets that lead to effective teaching practices."
"This book provides a promising vision on how to teach academic language to diverse learners including English Language Learners (ELLs). The authors present a comprehensive framework that combines learning content and language in ways that engage students to learn key ideas and concepts, link concrete knowledge and abstract knowledge, and promote critical thinking. The specific steps on how to create differentiate language objectives for ELLs at different levels of English language proficiency is particularly helpful. I highly recommend this book for general education and English as-a-second language teachers who work as a team to provide effective instruction for diverse learners."
Cuprins
Foreword
Preface
Acknowledgements
About the Authors
In the Beginning….
1. What is Academic Language?
The Role of Language in Schooling and Beyond
Different Registers
The Nature of Academic Language
Evolving Perspectives of Academic Language
Academic Language Versus Social Language Perspectives
Systemic Functional Linguistic Perspectives
Language Skills Perspectives
Sociocultural Perspectives
Language as Action Perspectives
Academic Language Learning as a Developmental Process
Considerations for Students with Disabilities
Oral and Written Languages
Oral Language as a Vehicle for Promoting Academic Language Development
Oral Language as a Bridge to Literacy
Multiliteracies and Multimodalities as Sources of Academic Language
Raising Awareness of Academic Language
Academic Language and Social Justice
For Further Thinking
2. What Are the Dimensions of Academic Language?
Identifying Academic Language Within and Across Content Areas
Analyzing Academic Language Within Discourse
Balance Between Informational and Literary Texts
Differences Between Nonfiction and Informational Texts
Examining Sentence-Level Structures
Language Functions as Expressions of Sentence-Level Meaning
Identifying Vocabulary--Words, Phrases, and Expressions
Development of Academic Vocabulary
Teaching Academic Vocabulary in Authentic Contexts Through Meaningful Interactions
Vocabulary Instruction for English Language Learners
For Further Thinking
3. How Do Standards Define and Shape Academic Language Use?
The Impact of the New Standards on Shaping Academic Language
Bringing Standards Together: Content Learning Through Language and Language Learning Through Content
Content and Language Learning for English Language Learners
The Impact of Standards in Shaping Grade-Level Language for Academic Purposes
Academic Language Within Content Standards
Resources for ELLs for the New Content Standards
Examples of Academic Language in Content Standards
Academic Language in English Language Development/Proficiency Standards
Academic Language Use in Language Standards
The Impact of Home Language on Academic Language Development
Suggestions for Redefining Teaching and Learning Around Academic Language Use
For Further Thinking
4. How is Academic Language Used in Content Areas Schoolwide?
Seeing Academic Language Throughout the School Day
Listening in the Music Classroom
Moving From a Physical Education Class to the Arts
Looking Into Mathematics Classrooms
Entering an English Language Arts Class
Visiting a Science Class
The Language of Science Textbooks
Exploring Academic Language in a Social Studies Class
The Specialized Language of Social Studies Texts
Effective Instruction in Content Classrooms Around a Unit of Learning
For Further Thinking
5. How Can Academic Language Be Integrated Into Instruction and Assessment?
Maintaining a Focus on Academic Language: A Historical Perspective
Planning a Unit of Learning Around Academic Language Use
Capitalizing on Linguistic and Cultural Resources
Deciding on a Theme for a Unit of Learning
Matching the Theme to Standards
Academic Language Use in Learning Targets and Differentiated Objectives
Infusing Academic Language Into Unit Targets and Differentiated Lesson Objectives
Instructional Activities and Tasks
The Relationship Between Assessment and Instruction
Placement of Assessment Within a Curricular Framework
Assessment Across Lessons of a Unit: Measuring Standards and Learning Targets
Assessment Within Lessons: Measuring Differentiated Objectives
Crafting Instructional Activities and Tasks
Reflecting on Teaching and Learning
Teacher Reflection
Student Reflection
For Further Thinking
6. How is Academic Language Situated in Curricular Design and Infused Into Professional Learning?
A Theoretical Basis for Curricular Frameworks
Early Thinking on Curriculum
Recent Thinking on Curriculum
Conceptual Frameworks That Integrate Language and Content
The Value of an Integrated Curricular Framework for Diverse Schools and Districts
A Curricular Framework That Features Academic Language Use
The Role of Professional Learning in Understanding and Promoting Academic Language Use
Implementing Professional Learning: From Two Participants to District Level Participation
Making School a Meaningful Experience for 21st Century Students
Culturally and Linguistically Responsive Teaching and Learning
Transformation of Schools
Promoting Academic Language for All Students and Teachers
Seeking Advocacy Within the Educational Community
For Further Thinking
At the End….
Resources
A. CCSS for Mathematics and Related Academic Language
B. Examples from the CCSS for English Language Arts of Related Academic Language
C. A Curricular Framework Highlighting Academic Language
Glossary
References
Index
Preface
Acknowledgements
About the Authors
In the Beginning….
1. What is Academic Language?
The Role of Language in Schooling and Beyond
Different Registers
The Nature of Academic Language
Evolving Perspectives of Academic Language
Academic Language Versus Social Language Perspectives
Systemic Functional Linguistic Perspectives
Language Skills Perspectives
Sociocultural Perspectives
Language as Action Perspectives
Academic Language Learning as a Developmental Process
Considerations for Students with Disabilities
Oral and Written Languages
Oral Language as a Vehicle for Promoting Academic Language Development
Oral Language as a Bridge to Literacy
Multiliteracies and Multimodalities as Sources of Academic Language
Raising Awareness of Academic Language
Academic Language and Social Justice
For Further Thinking
2. What Are the Dimensions of Academic Language?
Identifying Academic Language Within and Across Content Areas
Analyzing Academic Language Within Discourse
Balance Between Informational and Literary Texts
Differences Between Nonfiction and Informational Texts
Examining Sentence-Level Structures
Language Functions as Expressions of Sentence-Level Meaning
Identifying Vocabulary--Words, Phrases, and Expressions
Development of Academic Vocabulary
Teaching Academic Vocabulary in Authentic Contexts Through Meaningful Interactions
Vocabulary Instruction for English Language Learners
For Further Thinking
3. How Do Standards Define and Shape Academic Language Use?
The Impact of the New Standards on Shaping Academic Language
Bringing Standards Together: Content Learning Through Language and Language Learning Through Content
Content and Language Learning for English Language Learners
The Impact of Standards in Shaping Grade-Level Language for Academic Purposes
Academic Language Within Content Standards
Resources for ELLs for the New Content Standards
Examples of Academic Language in Content Standards
Academic Language in English Language Development/Proficiency Standards
Academic Language Use in Language Standards
The Impact of Home Language on Academic Language Development
Suggestions for Redefining Teaching and Learning Around Academic Language Use
For Further Thinking
4. How is Academic Language Used in Content Areas Schoolwide?
Seeing Academic Language Throughout the School Day
Listening in the Music Classroom
Moving From a Physical Education Class to the Arts
Looking Into Mathematics Classrooms
Entering an English Language Arts Class
Visiting a Science Class
The Language of Science Textbooks
Exploring Academic Language in a Social Studies Class
The Specialized Language of Social Studies Texts
Effective Instruction in Content Classrooms Around a Unit of Learning
For Further Thinking
5. How Can Academic Language Be Integrated Into Instruction and Assessment?
Maintaining a Focus on Academic Language: A Historical Perspective
Planning a Unit of Learning Around Academic Language Use
Capitalizing on Linguistic and Cultural Resources
Deciding on a Theme for a Unit of Learning
Matching the Theme to Standards
Academic Language Use in Learning Targets and Differentiated Objectives
Infusing Academic Language Into Unit Targets and Differentiated Lesson Objectives
Instructional Activities and Tasks
The Relationship Between Assessment and Instruction
Placement of Assessment Within a Curricular Framework
Assessment Across Lessons of a Unit: Measuring Standards and Learning Targets
Assessment Within Lessons: Measuring Differentiated Objectives
Crafting Instructional Activities and Tasks
Reflecting on Teaching and Learning
Teacher Reflection
Student Reflection
For Further Thinking
6. How is Academic Language Situated in Curricular Design and Infused Into Professional Learning?
A Theoretical Basis for Curricular Frameworks
Early Thinking on Curriculum
Recent Thinking on Curriculum
Conceptual Frameworks That Integrate Language and Content
The Value of an Integrated Curricular Framework for Diverse Schools and Districts
A Curricular Framework That Features Academic Language Use
The Role of Professional Learning in Understanding and Promoting Academic Language Use
Implementing Professional Learning: From Two Participants to District Level Participation
Making School a Meaningful Experience for 21st Century Students
Culturally and Linguistically Responsive Teaching and Learning
Transformation of Schools
Promoting Academic Language for All Students and Teachers
Seeking Advocacy Within the Educational Community
For Further Thinking
At the End….
Resources
A. CCSS for Mathematics and Related Academic Language
B. Examples from the CCSS for English Language Arts of Related Academic Language
C. A Curricular Framework Highlighting Academic Language
Glossary
References
Index
Notă biografică
Descriere
Encapsulates the broad ideas of the series by presenting the evolving theory behind the construct of academic language, a definition and examples of each of its components, and a template for direct classroom application.