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Academic Language

Academic Language can be defined as 1) the language used in the classroom and workplace, 2) the language of text, 3) the language of assessments, 4) the language of academic success and 5) the language of power.

Academic Language consists of academic vocabulary and is used in academic discourse.

Informal Language Academic Language

repetition of words variety of words, more sophisticated vocabulary

s sentences start with transition

replaces slang with accurate descriptors

appropriate for use in casual, social settings

appropriate for use in all academic and work place settings

can vary greatly by ethnicity, region, gender, age

common language register for all

The vocabulary critical to understanding the concepts of the content taught in schools. Academic vocabulary includes content related vocabulary and high frequency

verbs.

Academic discourse provides students with the language tools (vocabulary and syntax) necessary to competently discuss the topic using complete sentences. Structured

students to appropriate academic language in meaningful contexts.

Academic Vocabulary Academic Discourse

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Academic Language Development Implementation Rubric

SUHSD District-‐Wide Academic Support Teams, last saved: 1/13/10 Page 1 of 4

This rubric is designed with teachers in mind for self-reflection in their practice and planning. Administrators can use the rubric to provide a point of discussion and feedback associated with classroom visitations. The indicators under each heading serve to create a common language and shared understanding about how academic language development is used to determine student progress toward content mastery by articulating understandings of new knowledge though comprehensible input( listening and reading), scaffolded output (writing and speaking), and structured interactions. It is recommended that users of the rubric highlight or circle indicators that best describe what is being observed in the classroom. The indicators are set out on a continuum, recognizing that implementation will deepen over time as teachers learn more about the purposes of embedding explicit academic language development into content teaching and its potential to enhance student learning.

Emerging Implementation At the emerging level, the teacher is aware of the linguistic needs of their students and is exploring ways to improve language development practices.

Approaching Implementation At the approaching level, systems are in place to further academic language development, but implementation is generally teacher-centered.

Developed Implementation At the developed level, established instructional routines are in place to further academic language development; the teacher elicits student engagement and ownership of their own language development.

INPUT: Listening and Reading Practice Overview: When designing lessons for students, input- that is, what the students will read and hear- should be considered in terms of the cognitive and linguistic demands of upcoming content instruction. Linguistic demands of learning tasks come from the standard: what students will be required to DO with the knowledge. Language functions (purposes for speaking) are the cognitive tasks that drive us to connect thought and language. Text selection is also key. Texts should be thought of in the broadest sense as all medium of input from which students derive and process information. Therefore,

t include books, articles, videos, charts, models/visuals, guest speakers, interviews, etc. They are structured clearly and coherently and include vocabulary elaborated through context, visuals which support main ideas, subtitles/subheadings and guiding questions.

Teacher models academic language by speaking in the formal register with compound complex sentences and word choices.

Teacher models academic language by speaking in the formal register, and provides opportunities for students to practice as well.

Teacher models academic language by speaking in the formal register, and explicitly teaches students how to move from the informal to the formal for different settings.

In oral speech, teacher purposefully clarifies key vocabulary (bricks) by embedding some context clues.

In oral speech, teacher purposefully amplifies key vocabulary and concepts (both bricks and mortar) by embedding context clues and/or clarification.

In oral speech, teacher frequently and purposefully amplifies all key concepts (both bricks and mortar) by embedding context clues and/or clarification.

Language development is an instructional routine focused on content vocabulary (bricks).

Language development is an instructional routine focused on content vocabulary(bricks) and may include functional language (mortar).

Language development is an established instructional routine focused on both content vocabulary (bricks) and functional language (mortar).

Lesson design includes an awareness of the language function (purpose) being used in a given learning task.

Lesson design includes explicit teaching of the language function being used in a given learning task so that students can identify language patterns.

Students are able to identify the language function of a given task and effectively manipulate language patterns to successfully complete the task or assessment.

-‐ meaning ourselves: teachers-‐ teach students we should amplify-‐that is add more information, use synonyms, embed definitions, exaggerate tone, use facial expressions, and gestures-‐ within the statements themselves.






(Input continued)

Text selection is based on the r igorous, cognitive demands of the content.

Text selection is based on the rigorous, cognitive demands of the content and may consider the linguistic demands of the learning task.

Text selection is based on the rigorous, cognitive demands of the content and the linguistic demands of the learning task. For example, if students are going to create a compare and contrast diagram, they need to interact with a text that utilizes the language of comparing and contrasting.

Lessons are designed to improve listening and reading comprehension through focused, accountable student-to-student discussion tasks.

Lessons are designed to improve listening and reading comprehension through frequent and focused accountable student-to-student discussion tasks.

Regular , frequent and focused accountable student-to-student discussion tasks designed to improve listening and reading comprehension are part of the established instructional routines of the classroom.

OUTPUT: Writing and Speaking Practice Overview: In order to develop communicative competence- that is, writing and speaking- all students need daily supported opportunities to utilize academic language for diverse purposes. Like input, output should be considered in terms of the cognitive and linguistic demands of upcoming content instruction. Language support should be focused on equipping students to

Teacher provides open-‐ended questions and requires students to engage in academic discourse within a small group.

Teacher provides open-‐ended, inquiry-‐based questions and requires students to engage in complex academic discourse within a small group prior to sharing responses with the larger group.

Students discuss both teacher and student-‐generated open-‐ended and inquiry-‐based questions, requiring students to engage in sophisticated academic discourse within a small group prior to sharing responses with the larger group.

Lessons are designed to improve speaking and writing skills through focused, accountable student-to-student discussion tasks.

Lessons are designed to improve speaking and writing skills through frequent and focused accountable student-to-student discussion tasks and products.

Regular , frequent and focused accountable student-to-student discussion tasks designed to improve speaking and writing skills are part of the established instructional routines of the classroom.






construct and express meaning.

scaffolded to allow for annotations that question, anticipate, summarize, analyze, and synthesize. In order for new ideas to grow and for content information to be fully comprehended, students must have ample and frequent opportunities to use language to express thought in structured peer-to-peer interactions. As a general rule ideas should always be written and spoken to simultaneously build both oral and written communicative competence.

Students are encouraged to respond using formal academic language to express thinking.

Students are required to communicate (ask questions that deepen knowledge) using formal academic language to express their thinking.

Students are required to communicate (ask questions that deepen knowledge & make relevant connections to previous knowledge) using sophisticated formal academic language to express their own thinking and the thinking of others.

Teacher provides language frames and sentence starters that are focused on content according to student language proficiency level targets.

Students use language frames and sentence starters that are focused on content and that incorporate high-‐level vocabulary according to student language proficiency level targets.

Students use differentiated language frames and sentence starters that are focused on content and that incorporate high-‐level vocabulary according to student language proficiency level targets.

Students use language frames and sentence starters (mortar) in conjunction with scaffolded

written and oral academic language.

Students use language frames and sentence starters mortar in conjunction with s to produce written and oral academic language that connects concepts within the content.

All students effectively use sophisticated language frames and sentence starters mortar in conjunction with scaffolded instructional

to produce written and oral academic language that connects concepts within the content bricks and extends higher-‐level thinking beyond the content (synthesis).

Teacher has an established instructional routine for targeted academic writing practice to improve written expression at the sentence level.

Teacher has an established instructional routine for targeted academic writing practice to improve written expression at the sentence and paragraph levels.

Teacher has an established instructional routine for frequent, targeted academic writing practice in order to improve written expression for various purposes (summarizing, generalizations, etc.) at the sentence, paragraph, and essay levels.

-‐rproficiency, that is to say, their zone of proximal development (ZPD).*

Examples of tools include graphic organizers, semantic/concept maps, Frayer model, prefix/root/suffix, metaphors, analogies, and word lists.






Structured Student Interactions Practice Overview: Students should have several opportunities for supported and accountable language production during a lesson and a wide array of mediated experiences over the course of a unit of study. In order for students to process information, students must engage in structured interactions frequently (roughly every 5-10 minutes). Partner activities (as opposed to group activities) offer students the greatest opportunity and frequency of language production. Daily language practice should be part of a well-established instructional routine so that students can move quickly into settings where they can write and speak in pairs and/or small groups. Additionally, teachers need to ensure that there is adequate time for individual reflection and preparation, thorough modeling of task and use of response frames, and carefully assigned partners/groups.

Teacher implements three step structured tasks with language frames for some phases of structured task.

Teacher frequently implements three step structured tasks with language frames for all three phases of structured task.

Teacher implements three step structured tasks on a daily basis with language frames for all three phases of structured task.

Students are engaged in structured interactions where ultimately every student expresses their thinking and/or consensus of group through academic written and oral responses.

Students are engaged in every phase of the task in structured interactions where ultimately every student expresses their thinking and/or consensus of group through academic written and oral responses.

Students are engaged in every phase of the task by alternating roles in structured interactions where ultimately every student expresses their thinking and consensus of group through academic written and oral responses. For example, a student first asks a question and on a later round will also have to answer one as well. All students would then be responsible for reporting to someone else.

Students are encouraged to take risks by trying out new vocabulary and syntax, and teacher constructively corrects student misconceptions.

Students often take risks by trying out new vocabulary and syntax, and teacher encourages students to constructively correct one another when misconceptions occur.

Students willingly take risks while appropriating new vocabulary, syntax, and concepts and constructively correct one another when misconceptions occur.

M inimal or excessive processing time is provided for students to develop ideas, so students do not fully engage in the task or become off-task.

Teacher plans for and provides adequate processing time for students to develop ideas thereby allowing students to fully engage in the task.

Teacher has systems in place to plan, anticipate, and monitor adequate processing time for students to develop ideas thereby allowing students to fully engage in the task.

Norms should be pre-determined and taught so students are aware of their roles in group settings and the task should be clearly communicated. In order for a task to be effective in developing academic language, teachers need to be sure that it is a highly generative task: one that is open-ended, interesting, and lends itself to inquiry, discussion, and consensus-building that requires application of high-leverage language All structured interactions should occur within a general three-step framework : individual think time, paired sharing/discussion, and reporting conclusions to larger group.

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