academic language: from paper to practice
TRANSCRIPT
Academic Language:
From Paper to Practice
Gisela Ernst-Slavit, PhDWashington State University Vancouver
AGENDA
• Review: Academic Language
• Example: Using WA ELP standards as a tool for academic language instruction for ELLs
• Suggestions for Practice: Specific strategies for incorporating academic language for student learning
• Questions:
Academic Language
• A register
• Specific linguistic features associated with academic disciplines
• Found in textbooks, tasks, talk, and
tests
• Students must produce it!!!
Dimensions of Academic Language
Discourse Level
Sentence Level
Word/Expression Level
•Text types
•Genres
•Cohesion of text
•Coherence of ideas
•Types of sentences—simple, compound, complex
•Word order
•Prepositional phrases
•Phrasal verbs
•Colloquial expressions
•General, specialized, and technical content words
•Nominalizations (use of verbs, adjectives, or adverbs as nouns, such as produce and production)
Gottlieb & Ernst-Slavit, 2014 4
Dimensions of Academic LanguageGottlieb & Ernst-Slavit, 2014
Discourse Level
Sentence Level
Word/Expression Level
• Autobiographies
• Story problems
• Lab reports
• Historical argument
• Sequence words
• Logical connectors
• Complex noun phrases
• Historical present
• Setting
• Right angle
• Hypothesis
• Democracy
Language arts, Math, Science, Social studies 5
Dimensions of Academic Language
Discourse Level
Sentence Level
Word/Expression Level
6
‘Mastery of academic language is arguably the single most important determinant of academic success for individual students. ..it is not possible to overstate the role that language plays in determining students’success with academic content..’
--Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006. p. 7
Since 2010, academic has become…
• more explicit in the standards
• shared between English language proficiency and content standards
• inclusive of every school discipline
• taught within a sociocultural context
• the responsibility of all teachers.
Gottlieb & Ernst-Slavit, 2014
Language awareness
Texts
Tests
Tasks
Talk
• Discourse
• Sentence level (grammatical structures)
• Word level (vocabulary)
9
Questions
We need to bring language instruction to the forefront in every subject matter and for all students.
ASSESSMENT ACROSS LESSONS
INSTRUCTION & ASSESSMENT WITHIN LESSONS
STANDARDS
COLLEGE & CAREER READINESS STANDARDS,
CONTENT TARGETS
DIFFERENTIATED
CONTENT OBJECTIVES
LANGUAGE DEVELOPMENT
LANGUAGE TARGETS
DIFFERENTIATED
LANGUAGE OBJECTIVES A
CA
DE
MIC
L
AN
GU
AG
E
Adapted from Gottlieb & Ernst-Slavit, 2014
A C
UR
RIC
ULA
R FR
AM
EWO
RK
Students
Content target:All students will solve and explain mathematical problems involving fractions.
Language Target:All students will describe and compare the use of fractions in a variety of situations.
Differentiated Language Objectives
• Grade 8
• 14 students receiving ELL services
(mostly level 3)
• Most students of Mexican descent
• Mr. Soto is bilingual
Minaya-Rowe (2014). In: Gottlieb & Ernst-Slavit (Eds. Academic Language in Diverse Classrooms, ELA, Grades 6-8)
15
Unit on Gothic Literature
Process
Teacher…
…analyzes language demands of text
…pairs CCSS standards with ELP standards
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Analyzes language demands of text
17
Poe’s original version (1846):
THE thousand injuries of Fortunato I had borne as I best
could, but when he ventured upon insult I vowed revenge.
You, who so well know the nature of my soul, will not
suppose, however, that gave utterance to a threat. At length I
would be avenged; this was a point definitely, settled—but
the very definitiveness with which it was resolved precluded
the idea of risk. I must not only punish but punish with
impunity. A wrong is unredressed when retribution overtakes
its redresser. It is equally unredressed when the avenger fails
to make himself felt as such to him who has done the wrong.
Process
Teacher…
…analyzes language demands of texts
…pairs CCSS standards with ELP standards
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CCSS ELA
What is the new language that my students need to know in order to access the material and to demonstrate understanding of the topic, vocabulary, grammar, and discourse?
Minaya-Rowe (2014)
Content and Language Targets for the Unit
• Content Target: Students will identify and analyze the characteristics of Poe’s horror short story “The Cask of Amontillado.”
• Language Target: Students will explain orally and in writing the characteristics of gothic literature in Poe’s horror short story.
Differentiated Language Objectives
Encourages Interaction and Cooperation
• Small groups
• Jigsaws
• Clock interaction partners
• Academic instructional conversations
• Spanish and English
25
Builds on cultural and linguistic strengths of students
• Cognates
• Suffix patterns in English and Spanish
26
Builds on cultural and linguistic strengths of students
Experiences with horror movies Legends and other stories
27
Questions
“Every teacher will now need to be a teacher of the language and literacies for all their students, including ELLs.
….this will require a different level of teacher expertise than currently exists.”
Walqui & Heritage, 2012
Suggestions for Practice
30
1. Be aware of theacademic language
demands in…
Texts
Tests
Tasks
Talk• word
• sentence
• discourse
• functions
31
32
2. Help students understand the differences between everyday and academic language at the discourse level
Not the Queen’s English
http
://ww
w.n
ews-
jou
rnalo
nlin
e.com
/article/20
13
08
17
/NEW
S/13
08
19
46
1?p
=5
&tc=
pg
20
13
33
“hello mrs its Cody from 3rd period and turnit in .com wont accept my essay because its not from microsoft word witch i do not have on the computer i am using at my freinds house i printed out a copy of the website page and attached it to my essay so that you know that i am not lying i dont know what else to do sorry heres a copy of my essay so that u can see i did it”
Differences Between Everyday and Academic Language
(Scarcella & Rumberger, 2000)
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Analyzing academic language at the discourse level
Academic Language
Many small fish live on the coral reef. A coral reef is made up of plants, fish, and many other creatures. Coral reefs are diverse ecosystems.
Dazzling living jewels fill the warm, shallow seas of the tropics. In the clear sunlit waters, large colonies of animals called corals have built underwater walls and platforms known as reefs.
Simple, Informal Complex, Formal
(Collard, 1998)
3. Teach Sentence-level Structures
Sentence-level structures across content areas(Gottlieb & Ernst-Slavit, 2014)
• Sequence words,
• Historical present,
• Multiple forms of past tense
• Passive voice,
• Grammatical metaphor,
• Syntactic ambiguity
• Complex noun phrases
• Formulas,
• Logical connectors,
• Comparative structures,
• Story problems
• Sensory imagery,
• Alliteration,
• Simile,
• Hyperbole
ELA Math
Social Studies
Science
Examples of sentence-level structures(Gottlieb & Ernst-Slavit, 2014, p.38-40)
Teaching sentence-level structures
Teaching Sentence-level structures
GRADE 4 - SCIENCEExample – “Is this accurate, meaningful?”
“Is this accurate, meaningful?”
35T: OK, turn to your partner and come up with a sentence 36 that uses the word “geologist”37S: A geologist is someone who studies the earth with a 38 magnifying glass.39T: Is that a complete sentence?40Ss: Yes41T: Is it accurate?42 …
43 Is it meaningful?44Ss:Yes45S: No46T: Someone said no. Why?47S: Because you look parts of the whole earth
.
43Gisela Ernst-Slavit
Use sentence starters
• Give reasons for students to speak to each other in class.
• Structure academic conversations around texts and topics of interest that enhance language learning.
44
Foster word consciousness
Dimensions of Academic Language
Discourse Level
Sentence Level
Word/Expression Level
•Text types
•Genres
•Cohesion of text
•Coherence of ideas
•Types of sentences—simple, compound, complex
•Word order
•Prepositional phrases
•Phrasal verbs
•Colloquial expressions
•General, specialized, and technical content words
•Nominalizations (use of verbs, adjectives, or adverbs as nouns, such as produce and production)
Gottlieb & Ernst-Slavit, 2014 46
Word-learning strategy
47
GRADE 4 - SCIENCEExample – What’s a geologist?
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12 T: What did we decide about yesterday’s word?
13 What is a geologist?
14 s: A scientist who study rocks.
15 T: Does anyone disagree with that?
16 s: A scientist who studies the earth.
17 T: A scientist who studies the earth.
“What’s a geologist?”
Gisela Ernst-Slavit
50
12 T: What did we decide about yesterday’s word? 13 What is a geologist?14 s: A scientist who study rocks.15 T: Does anyone disagree with that?16 s: A scientist who studies the earth.17 T: A scientist who studies the earth.18 So we have this prefix here (points to the board). This is all Latin. 19 Literally it means a person who studies the 20 earth.
21T: There are different types of geologists—paleontologists, 22 volcanologists, seismologists…
“What’s a geologist?”
Geologist
prefix geo = earth
this part ology = science
suffix ist = a person
Gisela Ernst-Slavit
Word-learning strategies—Acting out words and concepts
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Classroom Clips - 6th Grade Math - Kristin Herahttps://www.youtube.com/watch?v=WIy-JkOqpB0
Word-learning strategies—Acting out words and concepts
52
JumpWalkStretchTouch headStand HopBreatheRaise right hand
Use cognates!
Cognate False Cognate
A word that looks similar in two languages BUT has a different meaning.
Example :
exit
éxito
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A word that looks similar in two languages AND has the same meaning.
Example:
information
información
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Write content and language objectives
Language & Content Objectives(Egbert & Ernst-Slavit, 2010: Gottlieb & Ernst-Slavit, 2014)
• Content Objectives: Focus of the lesson (What student should know and be able to do)
• Language Objectives: Focus on language development, language needs, and language use for the lesson (How Listening, Speaking, Reading and Writing will be incorporated into the lesson)
This PowerPoint is contributed by the Campbell Union Elementary School District
to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011.56
RELATIONSHIP BETWEEN CONTENT AND LANGUAGE OBJECTIVES
(Egbert & Ernst-Slavit, 2010)
Content Objectives
The ideas/facts/processes students will learn as a result of a lesson
Format
SWAT+ measurable/observable outcome (verb) + specific content
• SWBAT identify three central causes of the Civil War
Language Objectives
The language that students need to meet the content objectives and participate in task processes
Format
SWAT + measurable outcome (verb) + language skills, functions, grammar, strategies, or vocabulary required for the task
• SWBAT use past tense verbs
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EXAMPLES of Language Objectives from a unit on Fractions – Grade 4
SWBAT:
• Use technical vocabulary, expressions, and sentences to describe fractions.
• Use comparative language to contrast fractions.
• Use sequential language in stating procedures to prepare a cooking recipe.
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LANGUAGE OBJECTIVES(Egbert & Ernst-Slavit, 2010)
Language
Objectives…
are the HOW of the
lesson
should be specific
about the language
skills you want
students to develop
derive from the
content to be taught
consider the
strengths and
needs of students
present
measurable,
achievable
outcomes
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Allow Translanguaging
60
Translanguaging
• Coined by Cen Williams in Wales (1994)•
• All languages are used in an integrated and coherent way to organize and mediate mental processes in learning.”
• Making meaning• Shaping experiences• Gaining understanding• Through two languages
(Baker, 2011, p. 288)
In sum…
1. Be aware of the academic language demands
2. Help your students become aware of the differences between everyday and academic language
3. Teach sentence-level structures
4. Foster word consciousness
In sum…
5. Use cognates
6. Write content and language objectives
7. Allow and encourage translanguaging
In today’s educational context, every teacher is a language teacher and every
student a language learner.
Thank you.
Gisela Ernst-Slavit, [email protected]
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Questions
Selected ReferencesCannon, J. (1993). Stellaluna. San Diego, CA: Harcourt, Inc.
Egbert, J. L., & Ernst-Slavit, G. (2010). Access to academics: Planning instruction for K-12 classrooms with ELLs. Boston, MA: Pearson Education.
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Research-based recommendations for instruction and academic interventions. Portsmouth, NH: Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/ELL1-Interventions.pdf
Gottlieb, M., & Ernst Slavit, G. (2014). Academic language in diverse classrooms: Definitions and Contexts. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst Slavit, G. (2013). Academic language in diverse classrooms: Mathematics Series. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst Slavit, G. (2014). Academic language in diverse classrooms: English Language Arts Series. Thousand Oaks, CA: Corwin.
Lemke, J. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Publishing.
Selected References – cont.Lorio, N. (2006). Bats! New York: Harper Collins Publishers.
Martin, A. (2013). Texting slang creeps into students writing. http://www.news-journalonline.com/article/20130817/NEWS/130819461?p=3&tc=pg
Minaya-Rowe, L. (2014). A Gothic Story: “The Cask of Amontillado”. In M. Gottlieb & G. (Series Eds.). Academic language in diverse classrooms: Promoting content and language learning. English language arts, grades 6-8, (pp. 137-182). Thousand Oaks, CA: Corwin.
Scarcella, R., & Rumberger, E. (2000). Academic English key to long-term success in school. UC Linguistic Minority Research Institute Newsletter, 9, 1-2.
Washington English Language Proficiency Standards (2014). Office of Superintendent of Public Instruction. http://www.k12.wa.us/MigrantBilingual/ELD.aspx
Walqui, A., & Heritage, M. (2012). Instruction for diverse groups of English Language Learners. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/09-Walqui%20Heritage%20Instruction%20for%20Diverse%20Groups%20FINAL_0.pdf