VORONEZH STATE UNIVERSITY

within Literacy Development and its Implications

Pankova T.

the academic language that they need to succeed in school/university?
How

can our education programs support candidates in embedding/inserting academic language into university practice?

one over and times it by the first one. But

ya gotta see if any numbers fit into the top and bottom to cross em out and get em smaller so you don’t get big numbers at the end. At the end you see if you can make the top and bottom as small as possible.

Leslie: In order to divide two fractions, take the reciprocal of the second one and multiply by the first. Before multiplying though, see if any numerators and denominators have common factors that cancel out. For example, if a nine is above and three below, divide by three and you end up with three on top and one below. Multiply the numerators across the top and the denominators across the bottom. See if the answer can be further reduced.

presented on tests that students must master in order to

succeed in any content area.
Students need to be equipped to learn new knowledge through reading and listening and to clearly express their knowledge and ideas through discussions and writing.
Believed to be one of the most important factors in the academic success of English Language Learners (ELLs).
Moving students, particularly ELLs, from the less complex Basic Interpersonal Communicative Skills (BICS) to a more complex and abstract Cognitive Academic Language Proficiency (CALP) requires specialized teaching and support.

State Standards require the teaching of Academic Language as well

as subject specific content and address a student’s ability to:
reason abstractly
construct viable arguments
critique the reasoning of others
construct explanations
design solutions
engage in argument from evidence
ask questions
define problems
Academic Language is the type of abstract, demanding language that students need in order to be college and career ready and professionally mobile.

students participate in learning tasks.
The language demands include:
Language

Functions
Vocabulary
Syntax
Discourse

the tools used to accomplish the language function.

in a learning task

2. represented by action verb within the learning outcome *Identify one major language function associated with deep content learning (central focus).

summarize information? predict outcomes? classify information? (every day, month…)
It is

not enough to define the language function. students need to practice the language function as much as possible.

skills (listening and reading) faster than productive skills (speaking and

writing)



The students should practice both receptive and productive language skills in lessons!
We should be primarily concerned with assessing students’ productive language skills every time.

schema/ background
Use realia and “hands on” materials
Engage students in 90-100%

of the lesson
Vary techniques to make content concept and vocabulary clear
Model and provide ample opportunities for students to use strategies
Provide frequent opportunities for interaction
Review/Assessment
Provide comprehensive review of key concepts and vocabulary
Conduct informal, quick assessments of comprehension and learning

What is more effective in teaching Acad. Lang?

and phrases of everyday speech usually learned in early grades;

rarely requires direct instruction (e.g., book, run, animal)
general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
subject-specific words defined for use in the discipline

Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science standards for ELLs. Retrieved from http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells

(Bricks) (Mortar)

Utility words to hold bricks together

Content Specific/Technological Words Words across a variety of domains –
democracy, mammal, numerator evidence, consequently, dependent,
nevertheless








(Dutro & Moran, 2003)

was a shortage of producers in a food web. As

a result, the number of deer and wolves decreased. The reason that both the deer and wolf populations declined is that:
A. producers are not as important as consumers in a food web
B. more consumers than producers are needed to support the food web
C. organisms in this food web are interdependent
D. populations tend to stay constant in a food web
(New York State Regents High School Exam: Living Environment Item 3, August 13, 2008)

was a shortage of producers in a food web. As

a result, the number of deer and wolves decreased. The reason that both the deer and wolf populations declined is that:
A. producers are not as important as consumers in a food web
B. more consumers than producers are needed to support the food web
C. organisms in this food web are interdependent
D. populations tend to stay constant in a food web
(New York State Regents High School Exam: Living Environment Item 3, August 13, 2008)

use both content and general vocabulary

reciprocal, parabola
General Academic words (mortar) – define, explain
Classroom discussion

terms – I believe that … I don’t understand why …, I found that …
Terms for writing – In conclusion, The next step is …(Zwiers, 2008)


Content Words General Academic Words Discussion Terms Terms for Writing

student searches for a description, explanation, or example of the

new term.
2. Students restate the explanation of the new term in their own words.
3. Students create a non linguistic representation of the term. Students can draw or use a picture, show a video, use a graphic organizer, make a web map, demonstrate with a real thing.
4. Students periodically do activities that help them add to their knowledge of vocabulary terms.
5. Periodically students are asked to discuss the terms with one another.
6. Periodically students are involved in games that allow them to play with the terms.
These strategies are particularly important to use with our English Language Learners but all students need opportunities to practice using new vocabulary!

Teaching Channel College Talk: Improving Students’ Vocabulary

Model Use of Language
4. Picture Walk
5. Word Bank
6.

Self-editing of writing
7. Study Adjective and adverbial Forms – hardly, scarcely, rarely, next, last, least,
8. Work on words to express Logical Relationships – if, because, therefore, however, unless, almost , always, never
9. Study the academic language in the context of content instruction
10. Study the use of prepositions – above, over, from, to, until, beside, near

into structures
Syntax helps to make the content recognizable to others.
In

reference to sentences, syntax is how a sentence is worded and structured in ways that can create, extend, or effect meaning.

must follow certain structural rules to make sense.
Order words make

sense need to
(This doesn’t make sense!)
Words need order to make sense. (Now I understand.)

or the syntax of a sentence, we can look at

types of sentences (declarative, interrogative, exclamatory, imperative).
Sentence Stems are often tools that are used to help give students the words and the structures needed as they organize their writing.

is _____.
2. ____ and _____ are similar because they

both ______.
3. Whereas _____ is … _______ is …
4. ______ is … Similarly/In contrast, _____ is …
Language of Agreeing:
1. My idea/explanation is similar to/related to …
2. I agree with (a person) that …
3. My idea builds upon (a person’s) idea …
4. I don’t agree with you because …
(K. Kinsella, 2017)

idea is …”
“The most important details are …”
“I learned …”

“My partner pointed out …”
“We agreed that …”
“We decided that …”
The students should use specific “sentence stems” to support the use of academic language and to scaffold structured dialogue.

Feldman, K., & Kinsella K. (2015)

write
How do we create and share knowledge?
What is the structure

of our written and oral language?

*Discourse - any time students speak or write. Discipline specific discourse has ways of structuring oral or written language (text structure) to communicate content.

communicate content

Expository – intent is to explain something, make an

idea clear, define a term, give a direction – INFORM

Persuasive – always targeted toward action, represents power as when you persuade someone to lend you ten dollars.

Descriptive – make the reader aware as vividly as possible as to what the writer has perceived – piece of music, the odor of the basement

Narrative – concerned with action, with events in time and answers the question as to what happened and how it happened

supporting information to justify a position with different structures of

discourse patterns. In Science, you frequently add notes to a diagram or a graph.

In English, you go deeper into specific meaning, make connections, and identify and explore key literary elements.

function is to persuade, then the appropriate language structure includes

claims, supporting evidence, and counterarguments

.

the topic
supplies facts and information about the topic
provides a conclusion
This

piece illustrates the writer’s awareness of beginning-of-sentence capitalization and end-of-sentence punctuation as well as the use of capital letters in proper nouns.
Learning Suggestions:
Use of linking words
Organization: successful grouping of like facts (Spain looks like a upside down hat and Spain has a lot of different people.)

(text, pictures, signs)
expressive skills – speaking, writing, demonstrating
representational skills –

symbols, notations, gestures, facial expressions

The communication skill (function) is basically the purpose for communicating in a learning task in order to deepen understanding of the learning target.

2. Additional communication demands include:
Vocabulary
syntax – sequenced pictures
social skills – waiting your turn
situational expectations – how to speak with an employer as compared with a friend.

Goal is still one of effective communication of academic learning!

communication skill is to solve a multiplication problem of 4

within 20...This means that when the focus learner encounters a multiplication problem with 4 as one of its factors, he will be able to find the product. He will communicate the solution of multiplication problems of 4 within 20 using content specific language such as factor, product, group, zero property, and array.

times, array, row, column, group, zero property, identity property, skip

counting, nickel, coin, cent, dollar, addition, repeated addition, addition tree, and sum.
The focus learner will also need to receptively and expressively understand the syntax of a multiplication fact. He will need to know that a multiplication fact is structured to consist of a factor, the multiplication symbol, another factor and the product. He will need to know that this structure indicates a sequence in which the first factor will be multiplied by the second factor, creating a product. He will also need to know that the multiplication symbol signifies the use of multiplication.
The focus learner will also need to be able to demonstrate a social use of communication receptively by being able to communicate an understanding of the content as well as expressively by being able to seek assistance from adults and peers. The focus learner will display the situational expectations of communication receptively and expressively as well by following written and oral directions.

Task 1: Identifying the associated language demands

to solve multiplication problems of 4 within 20 and demonstrates

learning by using content specific language when solving multiplication problems of 4 within 20. This can be seen in clip one from task two at 0:37 when he solves 5 x 0 using the zero property and is able to define it. The vocabulary demands of the focus learner were used to receptively access the learning task to solve multiplication problems of 4 within 20. This can be seen in clip one from task two at 0:12 when the focus learner is referred to the math vocabulary word wall.
He illustrates his receptive understanding of syntax …expressively demonstrate learning as well, which can be seen in clip one from task two at 5:49 where the focus learner is instructed to express a multiplication fact on the smart board through the independent creation of an array. The focus learner’s social use of communication was used to receptively access the learning task to solve multiplication problems of 4 within 20. This can be seen in clip one from task two at 1:44 when the focus learner assists a peer in solving a multiplication problem of 4 within 20.
The focus learner is also able to expressively demonstrate learning through the situational expectation demands. This can be seen in the additional video clip named “communication use” at 3:22. The focus learner is able to expressively solve the multiplication problem by following the oral directions and using the manipulatives.

Task 3: Assess focus learner’s ability to demonstrate communication skills

science unit on simple machines
Day 1: what are simple machines?
Day

2: experiment on inclined planes
Day 3: write up conclusion on experiment; students taught how to write a conclusion using evidence from experiment
Day 4: reading on simple machines; students taught structure of expository text

demonstrated appropriate use of syntax or discourse
Syntax: (ex)students can appropriately

analyze data, construct sentences
Discourse: (ex) students can appropriately construct an essay or argument
Assessment must be consistent with language function identified in Task 1: analyze, explain, justify with evidence

goal/objective in mind.
Student work from Observation #1

lesson
Step 2: Create an assessment aligned to the objectives that

will identify what students know and can do and what their misconceptions are.
Be sure to assess for content, process/skill and academic language
Step 3: Create a rubric through which you can score the assessment
Step 4 : Analyze assessments. Plan next steps in instruction.

taxonomy
Be VERY clear on question wording
Problem-based questions are great to

include on tests! (ex. something goes wrong, how would you fix it?)

information from a dense text.
Discourse: Scaffolding the analysis of what

we’ve read via use of FourSquare and using that as springboard to develop student ideas.
Instructional support prior to and during the learning task, is the use of FourSquares, which organize the information students will be analyzing. As students work to complete the four corners of their FourSquares, they will be able to conceptualize the text and their claims as parts of a whole, making it easier to analyze the information they have organized.

drastically shortchange our students. They may end up with a

few more facts and skills but miss out on the cultivation of rich dialog and thinking that will serve them their entire lives. Academic language is not just for academic purposes. Whatever students do in the future, they will need to use their academic language tools for a variety of purposes, such as reading contracts, debating issues, arguing for rights, identifying deception and persuasion, solving complex problems, interpreting religious texts, and communicating their ideas in written and oral formats.”

(2003). Rethinking English language instruction: An architectural approach. In G.

G. García (Ed.), English learners: Reaching the highest level of English literacy (pp. 227-258). Newark, DE: International Reading Association.
Marzano, R.J., (2009). The art and science of teaching/ six steps to better vocabulary instruction. Educational Leadership, 67(1), 83-84.
Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to next generation science standards for ELLs. Retrieved from http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. San Francisco, CA: Jossey-Bass.
Zwiers, J. & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understanding. Portland, Maine: Stenhouse Publishers.