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.
|Edition description:||New Edition|
|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 ContentsForewordPrefaceAcknowledgementsAbout the AuthorsIn 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 Thinking2. 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 Thinking3. 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 Thinking4. 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 Thinking5. 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 Thinking6. 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 ThinkingAt the End….ResourcesA. CCSS for Mathematics and Related Academic LanguageB. Examples from the CCSS for English Language Arts of Related Academic LanguageC. A Curricular Framework Highlighting Academic LanguageGlossaryReferencesIndex