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Academic language refers to the vocabulary, grammar, syntax, and conventions for communicating in a content-specific academic setting. This includes written and spoken communications. In many disciplines this includes the reading and writing of symbolic notation. As language acquisition is developmental in nature, so learning to understand and use academic language in context is developmental.
Language development and acquisition are extremely complex processes and include more than memorizing definitions. When developing their academic language knowledge and skills, students need opportunities to engage with the language in the many different ways that experts engage with academic language. This includes opportunities to listen, speak, write, and read in context.
When it is said that academic language acquisition is developmental, this means that learning the language will progress through predictable developmental phases on the way to mastery. Students will require opportunities to fumble with vocabulary and language conventions that are new to them. They require support, a learning environment where it is safe to take intellectual risks, modeling of language, and feedback.
Use of metalanguage is another strategy that helps facilitate development of academic language (and language in general). Metalanguage refers to learning experiences that explicitly engage students in thinking (and speaking!) about the language and their understanding of it. This may look like discussions that connect the meaning of new vocabulary to prior vocabulary knowledge possessed by students. This could look like students talking about how or why language conventions are useful or confusing. There are many ways in which we can engage students in metalanguage tasks.
Examine selected research on academic language development:
Cumming, A. (2013). Multiple dimensions of academic language literacy development(opens in new window). Language learning. 63(1) 130-152. Retrieved April 7, 2021 from https://onlinelibrary-wiley-com.mantis.csuchico.edu/doi/full/10.1111/j.1467-9922.2012.00741.x(opens in new window)
Phillips Galloway, E., Dobbs, C., Olivo, M., Madigan, C. (2019). ‘You can…”: An examination of language-minoritized learners’ development of metalanguage and agency as users of academic language within a multivocal instructional approach(opens in new window). Linguistics and education. 50 13-24. Retrieved May 26, 2021 from https://www-sciencedirect-com.mantis.csuchico.edu/science/article/pii/S0898589818300433(opens in new window)
Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development(opens in new window). Language learning. 63(1) 153-170. Retrieved May 26, 2021 from https://onlinelibrary-wiley-com.mantis.csuchico.edu/doi/full/10.1111/j.1467-9922.2012.00742.x(opens in new window)
Uccelli, P., Phillips Galloway, E., Barr, C., Meneses, A., Dobbs, C. (2015). Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension(opens in new window). Reading research quarterly. 50(3) 337-356. Retrieved May 26, 2021 from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.104(opens in new window)
Ready to apply academic language development strategies to your teaching? Here are some ideas and strategies to get you started:
EXPLORE | LISTEN | WATCH | READ |
8 Strategies for Teaching Academic Language(opens in new window) (Edutopia) Academic Language and English Language Learners(opens in new window) (Colorín Colorado) | Academic Language. It’s not just vocabulary.(opens in new window) (Ed Pod) Beyond Reading Comprehension: Core Academic Language Skills with Dr. Emily Phillips Galloway(opens in new window) (Teaching Literacy Podcast) | Academic Language for Student Success(opens in new window) (YouTube) | Building Academic Language: Essential Practices for Content Classrooms(opens in new window) (Zwiers 2008) |