ISBN-10:
1452234787
ISBN-13:
9781452234786
Pub. Date:
04/22/2014
Publisher:
SAGE Publications
Academic Language in Diverse Classrooms: Definitions and Contexts / Edition 1

Academic Language in Diverse Classrooms: Definitions and Contexts / Edition 1

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Overview

Academic Language in Diverse Classrooms: Definitions and Contexts / Edition 1

Ensure your school speaks the language of success!



Since the introduction of the Common Core, schools realize the necessity for a deep understanding of academic language as a stepping stone to academic achievement. The expectations for more robust curriculum, instruction, and assessment require administrators, teachers, and students to retool for academic success.



This companion volume to Margo Gottlieb and Gisela Ernst-Slavit’s six-book series on academic language provides a thorough overview of key concepts and effective practices. Optimized for curricular planning and in-classroom reference, with particular attention to linguistically and culturally diverse students, the book includes:



  • Definitions and examples of the dimensions of academic language.
  • A step-by-step template for teachers to incorporate academic language into their planning for student learning.
  • Graphic models that illustrate academic language use across the content areas.





Product Details

ISBN-13: 9781452234786
Publisher: SAGE Publications
Publication date: 04/22/2014
Edition description: New Edition
Pages: 256
Sales rank: 217,420
Product dimensions: 6.90(w) x 9.90(h) x 0.70(d)

About the Author

Margo Gottlieb, Ph.D., is Co-founder and Lead Developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison, having also served as Director, Assessment and Evaluation, for the Illinois Resource Center. She has contributed to the crafting of language proficiency/ development standards for American Samoa, Guam, TESOL, and WIDA and has designed assessments, curricular frameworks, and instructional assessment systems for language learners. Her professional experiences span from being an inner city language teacher to working with thousands of educators across states, school districts, publishing companies, governments, universities, and educational organizations.

Highlights of Margo’s career include being a Fulbright Senior Specialist in Chile and being appointed to the U.S. Department of Education’s Inaugural National Technical Advisory Council. In 2016 Margo was honored by TESOL International Association's 50@50 “as an individual who has made a significant contribution to the TESOL profession within the past 50 years.” She has had opportunities to travel extensively and has presented in American Samoa, Argentina, Brazil, Canada, Chile, China, the Commonwealth of the Northern Mariana Islands, Denmark, Finland, Guam, Italy, Jakarta, Mexico, Panama, Singapore, South Korea, Taiwan, United Arab Emirates, the United Kingdom as well as close to home across the United States.

Margo's publications include over 70 articles, technical reports, monographs, chapters, and encyclopedia entries. Additionally she has authored, co-authored, and co-edited 11 books this past decade: Assessing English Language Learners: Bridges to Educational Equity (2nd Ed., 2016), Academic Language in Diverse Classrooms: Definitions and Contexts (with G. Ernst-Slavit, 2014), a foundational book for the series Promoting Content and Language Learning (a compendium of three mathematics and three English language arts volumes co-edited with G. Ernst-Slavit, 2014, 2013), Common Language Assessment for English Learners (2012), Paper to Practice: Using the TESOL's English Language Proficiency Standards in PreK-12 Classrooms (with A. Katz & G. Ernst-Slavit, 2009); and Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers (with D. Nguyen, 2007).



Gisela Ernst-Slavit, PhD, is a Professor in the College of Education at Washington State University Vancouver. She investigates language teacher education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. In addition to other publications, she is co-author of Access to Academics: Planning Instruction for K-12 Classrooms with ELLs (Pearson, 2010), From Paper to Practice: Using the TESOL’s English Language Proficiency Standards in PreK-12 Classrooms (TESOL, 2009), and TESOL PreK-12 English Language Proficiency Standards (TESOL, 2006). Dr. Ernst-Slavit, a native from Peru, has given numerous presentations in the United States and Canada as well as in Japan, Pakistan, Peru, Spain, Thailand, and The Netherlands.

Table of Contents

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

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