LDE 3910 – Week 4LDE 3910 – Week 4

Vicki NillesVicki Nilles

Metropolitan State CollegeMetropolitan State College

nilles@mesanetworks.netnilles@mesanetworks.net

Week 4Week 4

Building Community – Interest SurveysBuilding Community – Interest Surveys

Historical Legislation for Linguistically Historical Legislation for Linguistically Diverse StudentsDiverse Students

Understanding L2 Acquisition- Basic Understanding L2 Acquisition- Basic FundamentalsFundamentals

Homework – Me BagsHomework – Me Bags

Principles of Language Principles of Language LearningLearning

Native Language Acquisition

Five Language Learning Principles:

1. The child learns language by using language.

2. The focus in language learning is on meaning and function, rather than form.

3. Language learning is non-anxious, personally important, and concretely based.

4. Language is largely self-directed. Language learning is not segmented or sequenced.

5. Though rate of development is different, the conditions necessary for language are essentially the same for all.

Development of First Language in Development of First Language in ChildrenChildren

1) 12 Months1) 12 Months Infant StageInfant Stage

2) 24 Months2) 24 MonthsUnitary StageUnitary Stage

3) 48 Months3) 48 Months

4) 60 Months4) 60 MonthsStructural Awareness Structural Awareness StageStage

5) Kindergarten Level5) Kindergarten LevelAutomatic StageAutomatic Stage

6) Grade 1 Level6) Grade 1 LevelCreative StageCreative Stage

7) Grade 2-6 Level7) Grade 2-6 LevelCommunication Dev. StageCommunication Dev. Stage

1) Child vocalizes.1) Child vocalizes.

2) Speech is abbreviated. 2) Speech is abbreviated. Child uses 2 word Child uses 2 word utterances.utterances.

3) Language has features 3) Language has features of adult languageof adult language

4) Child makes errors by 4) Child makes errors by over-generalizing.over-generalizing.

5) Child can generate 5) Child can generate original language.original language.

6) Child is able to create 6) Child is able to create his/her own language.his/her own language.

7) Child learns difficult 7) Child learns difficult phonemes/complex phonemes/complex grammargrammar

Contrasts in L1 & L2 LearningContrasts in L1 & L2 Learning

Silent PeriodSilent Period: Child does not : Child does not speak for first year of life but speak for first year of life but participates in countless listening participates in countless listening activities.activities.

Silent PeriodSilent Period: Students learning : Students learning L2 need time to listen & understand L2 need time to listen & understand rather than being pushed into rather than being pushed into production.production.

Early ResponsesEarly Responses: Occur in a : Occur in a physical mode as child responds to physical mode as child responds to commands (i.e. “pick up teddy commands (i.e. “pick up teddy bear”).”bear”).”

Physical ResponsePhysical Response: Activities are : Activities are an excellent method of acquiring an excellent method of acquiring understanding of language without understanding of language without pressure.pressure.

Oral ResponsesOral Responses: First speech is : First speech is usually single words, such as nouns. usually single words, such as nouns. Production is reinforced with praise Production is reinforced with praise & excitement.& excitement.

Oral ResponsesOral Responses: Student will : Student will answer with one word and /or yes/ answer with one word and /or yes/ no responses. Comprehension is no responses. Comprehension is

more advanced than production. more advanced than production.

Error CorrectionError Correction: Is minimal. : Is minimal. Syntax is developmental. Parent Syntax is developmental. Parent negotiates for meaning i.e. “Do you negotiates for meaning i.e. “Do you mean chocolate milk?”mean chocolate milk?”

Error CorrectionError Correction: Does not : Does not enhance fluency but inhibits enhance fluency but inhibits production. Anxiety impedes production. Anxiety impedes learning. learning.

Development of Primary Language Development of Second Language

llLanguage ExperiencesLanguage Experiences:: Are Are embedded in context and meaning is embedded in context and meaning is clear. Conversations relate to clear. Conversations relate to concrete, here-and-now objects or concrete, here-and-now objects or experiences. experiences.

Language AcquisitionLanguage Acquisition: Can be : Can be encouraged through varied activities encouraged through varied activities which provide comprehensible input.which provide comprehensible input.

Concept DevelopmentConcept Development: Is an : Is an integral part of language at this stage. integral part of language at this stage. The student is able to communicate The student is able to communicate fully. Vocabulary is expanding. fully. Vocabulary is expanding.

ConceptsConcepts: Learned in primary : Learned in primary language are labeled and translated language are labeled and translated into L2. New concepts are being into L2. New concepts are being developed in L2.developed in L2.

ReadingReading:: Readiness skills lead to Readiness skills lead to beginning reading with ease in most beginning reading with ease in most instances.instances.

ReadingReading: Literacy in L2 is : Literacy in L2 is developed with ease if above steps developed with ease if above steps have been followed.have been followed.

WritingWriting: The child begins to handle : The child begins to handle the mechanics of writing.the mechanics of writing.

WritingWriting: Mechanics of written : Mechanics of written language are developed.language are developed.

Development in L1 Development in L2

Second Language Second Language LearningLearning

There is common There is common underlying underlying language language proficiency proficiency (language (language acquisition acquisition device for L1 & device for L1 & L2 acquisition).L2 acquisition).

Speaking a Speaking a language other than language other than English does not English does not interfere with the interfere with the acquisition of acquisition of English.English.

Speaking a language other than Speaking a language other than English is not a handicapping English is not a handicapping condition.condition.

Rather than Rather than which language a which language a child speaks, it is child speaks, it is more critical to more critical to determine the determine the quality of quality of interactions they interactions they experience with experience with adults.adults.

Parents should be Parents should be encouraged to encouraged to speak to their speak to their children in their children in their native language to native language to provide good provide good language models. language models. Limited English Limited English proficiency will proficiency will provide a limited provide a limited proficient English proficient English language model. language model.

If limited English proficient parents If limited English proficient parents speak English to their children, they speak English to their children, they limit their children’s cognitive limit their children’s cognitive development. They teach a model development. They teach a model of English that will need to be of English that will need to be corrected. Children are not corrected. Children are not handicapped in these cases. handicapped in these cases. English development is the English development is the responsibility of the classroom responsibility of the classroom teacher.teacher.

Key Concepts General Implications Implications for Spec. Programs

Key Concepts General Implications Implications for Key Concepts General Implications Implications for ProgramsPrograms

Second language Second language acquisition is similar acquisition is similar although not identical to although not identical to first language first language acquisition.acquisition.

Conversational skills are Conversational skills are acquired in 1-2 years. acquired in 1-2 years. Academic language Academic language proficiency is acquired in proficiency is acquired in 5-7 years.5-7 years.

Many children are exited Many children are exited out of alternative out of alternative language programs language programs when they have when they have acquired conversational acquired conversational skills. If they experience skills. If they experience academic problems, academic problems, they are likely to be they are likely to be related to their lack of related to their lack of academic language academic language proficiency, not to proficiency, not to cognitive defects or cognitive defects or learning disabilities.learning disabilities.

Children must have a Children must have a high level of linguistic high level of linguistic competence in at least competence in at least one language to be one language to be communicatively & communicatively & academically successful. academically successful. For many, the native For many, the native language is the language is the foundation upon which foundation upon which English competence is English competence is built.built.

Children must be given Children must be given the opportunity to the opportunity to develop interpersonal develop interpersonal communication skills communication skills and academic language and academic language proficiency in the native proficiency in the native language.language.

A child whose native A child whose native language skills are language skills are significantly deviant significantly deviant from those of age level from those of age level peers from the same peers from the same speech and language speech and language community is likely to community is likely to be speech and/or be speech and/or language disordered.language disordered.

Key Concepts General Implications Implications for Key Concepts General Implications Implications for ProgramsPrograms

Most language minority Most language minority students do not qualify students do not qualify for bilingual education for bilingual education or ESL programs or ESL programs because they speak too because they speak too much English at school much English at school entry, that is, they are entry, that is, they are considered to be English considered to be English proficient.proficient.

These students, even These students, even though they are though they are considered to be English considered to be English proficient, may not have proficient, may not have the same level of the same level of English competence as English competence as do their Anglo peers. do their Anglo peers. Therefore, regular Therefore, regular classroom teachers classroom teachers must provide language must provide language development programs development programs for these students.for these students.

If language development If language development programs are not programs are not provided, these students provided, these students may experience may experience communication or communication or achievement problems. achievement problems. These problems are These problems are related to inappropriate related to inappropriate instruction, not to instruction, not to handicapping handicapping conditions.conditions.

Some children will come Some children will come to school with language to school with language skills which are skills which are appropriate and appropriate and functional for their functional for their speech and language speech and language community but which community but which are not adequate for are not adequate for schooling.schooling.

Teachers must accept & Teachers must accept & respect language respect language differences. They must differences. They must also provide instruction also provide instruction to develop the language to develop the language skills needed to be skills needed to be successful in school. The successful in school. The need for language need for language development may be development may be present in L1 or L2.present in L1 or L2.

Children with language Children with language differences are not differences are not disordered. They are disordered. They are the responsibility of the responsibility of regular education. If regular education. If teachers do not provide teachers do not provide language development, language development, these students become these students become likely candidates for likely candidates for remedial or spec. ed. remedial or spec. ed. referrals.referrals.

Key Concepts General Implications Implications for Key Concepts General Implications Implications for programsprograms

Because acquisition is Because acquisition is developmental, you cannot developmental, you cannot hasten it.hasten it.

Children must be given Children must be given adequate time to adequate time to acquire English skills.acquire English skills.

As children are in the As children are in the process of acquiring process of acquiring English, they will make English, they will make many errors. These many errors. These are developmental and are developmental and should not be should not be considered to be considered to be indicative of a indicative of a disorder.disorder.

Language is acquired Language is acquired (versus taught and (versus taught and learned).learned).

Teachers should Teachers should facilitate acquisition facilitate acquisition rather than trying to rather than trying to teach language as a teach language as a subject via drill and subject via drill and practice.practice.

Children’s language Children’s language problems may be problems may be pedagogically induced.pedagogically induced.

Optimal Conditions for Second Optimal Conditions for Second Language AcquisitionLanguage Acquisition

• Low anxiety environment

• Comprehensible input

• Communication focus

• Contextualized Language

• Error Acceptance

• Respect for language acquisition stages

• Teacher as facilitator

Myth or Fact?Myth or Fact?

L2 student’s academic success is L2 student’s academic success is determined primarily by their ability determined primarily by their ability to learn English.to learn English.

Language Acquisition – Theory and Language Acquisition – Theory and practicepractice

Content-Based Language Sensitive Content-Based Language Sensitive Instruction – Program ModelsInstruction – Program Models

– Instructional strategiesInstructional strategies– Curriculum designCurriculum design– Adaptive lesson planningAdaptive lesson planning

Read: Ovando & Collier, #3Read: Ovando & Collier, #3

Cummins articleCummins article

Krashen articleKrashen article

Cary, # 3,&7Cary, # 3,&7

Theories of L2 AcquisitionTheories of L2 Acquisition

– Sources:Sources: KrashenKrashen Cary#3Cary#3

Krashen’s Language Krashen’s Language Acquisition HypothesesAcquisition Hypotheses

1. Language Acquisition1. Language Acquisition 2. Monitor2. Monitor 3. Natural Order3. Natural Order 4. Input4. Input 5. Affective Filter5. Affective Filter

1. Krashen’s Acquisition-Learning Hypothesis1. Krashen’s Acquisition-Learning Hypothesis

Silent/Receptive StageSilent/Receptive Stage: The student does not : The student does not verbally respond to communication in L2 although verbally respond to communication in L2 although there is receptive processing. The student should be there is receptive processing. The student should be actively included in all class activities but not forced to actively included in all class activities but not forced to speak. Teachers should give students sufficient time speak. Teachers should give students sufficient time and clues to encourage participation. Students are and clues to encourage participation. Students are likely to respond best through non-verbal interaction likely to respond best through non-verbal interaction with peers; being included in general activities and with peers; being included in general activities and games; and interacting with manipulatives, pictures, games; and interacting with manipulatives, pictures, audiovisuals, and “hands-on materials”. As students audiovisuals, and “hands-on materials”. As students progress, they will provide one word verbal responses. progress, they will provide one word verbal responses.

Early Production StageEarly Production Stage: The students begin to : The students begin to respond verbally using one or two words and develop respond verbally using one or two words and develop the ability to extract meaning from utterances the ability to extract meaning from utterances directed to them. They continue to develop listening directed to them. They continue to develop listening skills and build up a large recognition vocabulary. As skills and build up a large recognition vocabulary. As they progress through this stage, two or three words they progress through this stage, two or three words may be grouped together in short phrases to express may be grouped together in short phrases to express an idea.an idea.

Speech Emergent StageSpeech Emergent Stage: LEP students begin to : LEP students begin to respond in simple sentences if they are comfortable with respond in simple sentences if they are comfortable with the school situation and are engaged in activities in which the school situation and are engaged in activities in which they receive large amounts of comprehensible input. All they receive large amounts of comprehensible input. All attempts to communicate(i.e. gestures, attentiveness, attempts to communicate(i.e. gestures, attentiveness, following directions) should be warmly received and following directions) should be warmly received and encouraged. It is especially important that neither the encouraged. It is especially important that neither the instructor nor the students make fun of , or discourage, instructor nor the students make fun of , or discourage, LEP student’s attempts at speech.LEP student’s attempts at speech.

Intermediate Fluency StageIntermediate Fluency Stage: In this stage, students : In this stage, students gradually make transition to more elaborate speech so gradually make transition to more elaborate speech so that stock phrases with continued good comprehensible that stock phrases with continued good comprehensible input generate sentences. The best strategies for input generate sentences. The best strategies for students in this stage are to give more comprehensible students in this stage are to give more comprehensible input, develop and extend recognition vocabulary, and to input, develop and extend recognition vocabulary, and to give them a chance to produce language in comfortable give them a chance to produce language in comfortable situations.situations.

Advanced Fluency StageAdvanced Fluency Stage: During this stage of : During this stage of development students begin to engage in non-cued development students begin to engage in non-cued conversation and produce connected narrative. This is conversation and produce connected narrative. This is appropriate timing for some grammar instruction focusing appropriate timing for some grammar instruction focusing for idiomatic expressions and reading comprehension for idiomatic expressions and reading comprehension skills. Activities are desirable that are designed to skills. Activities are desirable that are designed to develop higher levels of thinking, vocabulary skills, and develop higher levels of thinking, vocabulary skills, and cognitive skills, especially in reading and writing.cognitive skills, especially in reading and writing.

2. The Monitor Hypothesis2. The Monitor Hypothesis

The “monitor” is involved in learning, The “monitor” is involved in learning, not in acquisition. It is a device for not in acquisition. It is a device for “watchdogging” one’s output, for “watchdogging” one’s output, for editing and making alterations or editing and making alterations or corrections as they are consciously corrections as they are consciously perceived. Only once fluency is perceived. Only once fluency is established should an optimal amount established should an optimal amount of monitoring, or editing be employed of monitoring, or editing be employed by the learner (Krashen, 1981, as cited by the learner (Krashen, 1981, as cited by Brown, 2000)by Brown, 2000)

3. The Natural Order 3. The Natural Order HypothesisHypothesis

Krashen has claimed that language Krashen has claimed that language rules are acquired in a predictable or rules are acquired in a predictable or natural order. The order of natural order. The order of acquisition for L1 and L2 are similar acquisition for L1 and L2 are similar but not identical. An amazing finding but not identical. An amazing finding is that the natural order appears to is that the natural order appears to be immune to deliberate teaching; be immune to deliberate teaching; we cannot change the natural order we cannot change the natural order by explanations, drills and exercises.by explanations, drills and exercises.

4. The Input Hypothesis4. The Input Hypothesis This theory claims that an important condition This theory claims that an important condition

for language acquisition is that the acquirer for language acquisition is that the acquirer understand (via reading or hearing) input understand (via reading or hearing) input language that contains structure a bit beyond language that contains structure a bit beyond their current level of competence. If an their current level of competence. If an acquirer is at stage or level i, the input that is acquirer is at stage or level i, the input that is understood will be at level i + 1. The language understood will be at level i + 1. The language that learners are exposed to should be just far that learners are exposed to should be just far enough beyond their current competence level enough beyond their current competence level so that they can understand and still be so that they can understand and still be challenged to make progress. They should not challenged to make progress. They should not be overwhelmed with too challenging material be overwhelmed with too challenging material (i +2) or not challenged at all (i + 0).(i +2) or not challenged at all (i + 0).

5. The Affective Filter 5. The Affective Filter HypothesisHypothesis

Krashen believes that optimum language Krashen believes that optimum language acquisition takes place in low anxiety acquisition takes place in low anxiety environments where defensiveness is environments where defensiveness is absent. If the acquirer is anxious, has low absent. If the acquirer is anxious, has low self-esteem, does not consider him or self-esteem, does not consider him or herself as a potential member of the group herself as a potential member of the group that speaks the language, s/he may that speaks the language, s/he may understand the input but it will not reach understand the input but it will not reach the language acquisition device – as a the language acquisition device – as a block- Affective Filter- will keep it out. block- Affective Filter- will keep it out.

Stress impedes Stress impedes anyany learning process! learning process!

Myth or Fact?Myth or Fact?

1. Second language learners acquire English easily and quickly simply by being exposed to and surrounded by native English speakers.

2. When second language learners are able to converse comfortably in English, they have developed proficiency in the language.

BICS and CALPBICS and CALP

Linguistic expert Jim Cummins, has proposed a model that offers theoretical insight into the influences of L1 and L2 in a school setting.

Basic Interpersonal Communication Skills: A level of English proficiency which includes the ability to handle complex conversation ( one might call it ability to get along in the outside world) using contextual clues such as paralinguistic feedback from the other speaker(i.e. gestures and intonation) and situational cues to meaning. This level of native-like proficiency generally takes students 2 years to master. Tasks at this end of the second language acquisition continuum are not very demanding cognitively.

Cognitive Academic Language Proficiency illustrates when a student is moving to the opposite end of the second language acquisition continuum. CALP involves language which is context-reduced and highly demanding cognitively. Context reduced communication relies heavily on linguistic cues alone and involves abstract thinking. It is what we think of as traditional academic instruction at secondary and adult levels. Cummins research supports that when language majority students work academically only in L2, it takes them from 5-7 years to master commonly accepted age-grade norms in context-reduced aspects of English proficiency.

In addition, skills in context reduced language developed in the first language automatically transfer to the second language. All current linguistic research supports the theory that there is common underlying proficiency (CUP) for both languages.

(Cummins, 1981).

Sing a Song!Sing a Song!

Sung to the tune of BINGOSung to the tune of BINGO

Well in this school we have some Well in this school we have some kids who speak another languagekids who speak another language

O that is so great, O that is so O that is so great, O that is so great, O that is so great great, O that is so great

Let’s really celebrate it!Let’s really celebrate it!

Let’s teach them well with what Let’s teach them well with what we know about Sheltered we know about Sheltered InstructionInstruction

O this will be fun, O this will be O this will be fun, O this will be fun, this will be so fun,fun, this will be so fun,

We cannot wait to try it!We cannot wait to try it!

Well ole Jim Cummins has a Well ole Jim Cummins has a thought and this is how it goes O,thought and this is how it goes O,

BICS and BICS and CALP, BICS and BICS and BICS and CALP, BICS and BICS and CALP, BICS and BICS BICS and CALP, BICS and BICS and CALP,and CALP,

And this is how it goes O.And this is how it goes O.

With BICS kids can communicate With BICS kids can communicate just using basic English,just using basic English,

O they talk at lunch, O they talk at O they talk at lunch, O they talk at lunch, O they talk at lunch, lunch, O they talk at lunch,

And then they switch to Spanish!And then they switch to Spanish!

With BICS the kids don’t have to With BICS the kids don’t have to wait because they learn it quickly,wait because they learn it quickly,

Yes in just two years, Yes in just Yes in just two years, Yes in just two years, Yes in just two years,two years, Yes in just two years,

They really sound terrific!They really sound terrific!

Now here is where it complicates Now here is where it complicates because they need school because they need school language,language,

CALP is what we want, CALP is what CALP is what we want, CALP is what we want, CALP is what we want. we want, CALP is what we want.

But we will have to wait O.But we will have to wait O.

Oh Just how long will this CALP Oh Just how long will this CALP take as we have tons of content?take as we have tons of content?

This is what we know, this is what This is what we know, this is what we know, this is what we know,we know, this is what we know,

That it takes five to seven!That it takes five to seven!

What is Academic Language?What is Academic Language?

There are different theories regarding the There are different theories regarding the acquisition of academic language and some of the acquisition of academic language and some of the most recent will be addressed here. It is important most recent will be addressed here. It is important to have a clear understanding of what academic to have a clear understanding of what academic language really entails. Academic language has language really entails. Academic language has been defined according to two distinct hypotheses. been defined according to two distinct hypotheses. The first proposes that academic language is a The first proposes that academic language is a compilation of unique language functions and compilation of unique language functions and structures that are difficult for language minority structures that are difficult for language minority students to master (Hamayan & Perlman, 1990). students to master (Hamayan & Perlman, 1990). O’Malley and Valdez-Pierce (1992) hypothesize O’Malley and Valdez-Pierce (1992) hypothesize that a handful of academic language functions are that a handful of academic language functions are characteristic of classrooms in general. Seeking characteristic of classrooms in general. Seeking information, informing, analyzing, comparing, information, informing, analyzing, comparing, classifying, predicting, hypothesizing, justifying, classifying, predicting, hypothesizing, justifying, persuading, problem-solving, synthesizing and persuading, problem-solving, synthesizing and evaluating. evaluating.

Spanos (1988) believes that a perspective Spanos (1988) believes that a perspective on academic language specific to on academic language specific to mathematics is evident. Spanos and mathematics is evident. Spanos and colleagues believe that syntactic features colleagues believe that syntactic features such as comparatives (greater than/less such as comparatives (greater than/less than) logical connectors ( if…then, given than) logical connectors ( if…then, given that) reliance on passive voice and various that) reliance on passive voice and various uses of prepositions are particular to the uses of prepositions are particular to the language used in mathematics classes. language used in mathematics classes. Semantic features of mathematical Semantic features of mathematical language; technical vocabulary (additive language; technical vocabulary (additive inverse, coefficient) ordinary vocabulary inverse, coefficient) ordinary vocabulary that has different meanings in math that has different meanings in math (square, power).(square, power).

The National Science Teachers Association The National Science Teachers Association (1991) and Chamot and O’Malley (1986) (1991) and Chamot and O’Malley (1986) describe the functions of scientific describe the functions of scientific academic language as formulating academic language as formulating hypotheses proposing alternative hypotheses proposing alternative solutions, describing, classifying, using solutions, describing, classifying, using time and special relations, inferring, time and special relations, inferring, interpreting data, predicting, generalizing, interpreting data, predicting, generalizing, and communicating findings. Science and communicating findings. Science utilizes certain non-technical terms that utilizes certain non-technical terms that have unique meanings in a scientific have unique meanings in a scientific context ( table, energy) and that scientific context ( table, energy) and that scientific discourse is characterized by a particular discourse is characterized by a particular sequence of steps and heavy reliance on sequence of steps and heavy reliance on the use of passive voice and long noun the use of passive voice and long noun phrases. (Lemke, 1990).phrases. (Lemke, 1990).

Dr. Robin Scarcella, University of California, Dr. Robin Scarcella, University of California, draws upon research of classroom discourse draws upon research of classroom discourse that claims that academic English includes, that claims that academic English includes, “multiple, dynamic, inter-related “multiple, dynamic, inter-related competencies”. This framework rejects strictly competencies”. This framework rejects strictly formal views of academic English that do not formal views of academic English that do not examine the personal, social, and cultural examine the personal, social, and cultural factors that affect linguistic choices. More factors that affect linguistic choices. More specifically, it states the importance of having specifically, it states the importance of having a level of understanding that a perfect, error-a level of understanding that a perfect, error-free production of academic English or a free production of academic English or a single interpretation of linguistic features and single interpretation of linguistic features and texts is not realistic.texts is not realistic.

Dr. Scarcella defines Academic English as, “ Dr. Scarcella defines Academic English as, “ A variety or register of English used in A variety or register of English used in professional books and characterized by professional books and characterized by the specific linguistic features associated the specific linguistic features associated with academic disciplines”. Academic with academic disciplines”. Academic English tasks may include: reading English tasks may include: reading abstracts; capturing key ideas from abstracts; capturing key ideas from lectures; writing critiques, summaries, lectures; writing critiques, summaries, annotated bibliographies, reports, case annotated bibliographies, reports, case studies, and expository essays. It also studies, and expository essays. It also includes a variety of genre. It also includes a variety of genre. It also includes many sub-registers related to includes many sub-registers related to specific content areas such science, math specific content areas such science, math and economics (John 1977, as cited by and economics (John 1977, as cited by Scarcella, 2003).Scarcella, 2003).

Academic English becomes useful in Academic English becomes useful in institutes of higher education and is ranked institutes of higher education and is ranked highly in the United States as it is used by highly in the United States as it is used by the educated and those in positions of the educated and those in positions of power in academic and business settings. power in academic and business settings. Academic English is continually evolving in Academic English is continually evolving in educational contexts. Language shifts to educational contexts. Language shifts to meet changing literary tasks and purposes meet changing literary tasks and purposes and therefore, academic English is not and therefore, academic English is not acquired once and for all but is a continuum acquired once and for all but is a continuum upon which learners continue to travel. upon which learners continue to travel. Each discipline continues to develop its own Each discipline continues to develop its own literacy and therefore requires continual literacy and therefore requires continual language development within the language development within the developing discipline ( Johns, 1997; developing discipline ( Johns, 1997; Scheppnell & Colombie, 2002).Scheppnell & Colombie, 2002).

Scarcella believes that academic English Scarcella believes that academic English should be taught due to the fact that there should be taught due to the fact that there are regular features of academic English are regular features of academic English that are well defined and teachable. that are well defined and teachable. Literacy must also be defined and broadly Literacy must also be defined and broadly stated it “suggests the involvement of stated it “suggests the involvement of mechanics necessary in decoding, higher mechanics necessary in decoding, higher order thinking – conceptualizing, inferring, order thinking – conceptualizing, inferring, inventing, and testing, and oral inventing, and testing, and oral communication skills” (August & Hakuta, communication skills” (August & Hakuta, 1997; Wong-Fillmore & Snow, 2000). 1997; Wong-Fillmore & Snow, 2000).

Phonological ComponentPhonological Component: All learners : All learners must know the English sounds and must know the English sounds and the ways in which these sounds are the ways in which these sounds are combined. In speech, knowledge of combined. In speech, knowledge of pronunciation of consonants and pronunciation of consonants and vowels, and consonant clusters, as vowels, and consonant clusters, as well as stress intonation patterns are well as stress intonation patterns are addressed.addressed.

Linguistic Dimensions of Academic English as Proposed by Dr. Scarcella

Lexical ComponentLexical Component::

In order to communicate daily in cognitively In order to communicate daily in cognitively demanding environments, students must demanding environments, students must have a knowledge of vocabulary. Words have a knowledge of vocabulary. Words characteristic of academic English include characteristic of academic English include words used across disciplines, technical words used across disciplines, technical words that are used in specific academic words that are used in specific academic fields, and non-technical academic words fields, and non-technical academic words that are used across academic fields.that are used across academic fields.

Grammatical ComponentGrammatical Component::

Academic English entails all of the knowledge of Academic English entails all of the knowledge of grammar and everyday life at a minimum such grammar and everyday life at a minimum such as: accurate use of frequently occurring as: accurate use of frequently occurring morphological and syntactic features as well as morphological and syntactic features as well as the functions of these features; plural endings the functions of these features; plural endings added to nouns, the ability to subordinate, use of added to nouns, the ability to subordinate, use of definite and indefinite articles and demonstrative definite and indefinite articles and demonstrative adjectives, knowledge of verb system-infinitive adjectives, knowledge of verb system-infinitive complement, gerund compliment, That-clause complement, gerund compliment, That-clause complements. Academic English also requires complements. Academic English also requires the grammatical components of everyday life as the grammatical components of everyday life as well as knowledge of structures such as parallel well as knowledge of structures such as parallel clauses, conditional, and complex clauses; clauses, conditional, and complex clauses; passive structures; ergative structures; passive structures; ergative structures; conditionals; noun, reference, verb, and modality conditionals; noun, reference, verb, and modality systems.systems.

Sociolinguistic ComponentSociolinguistic Component::

Enables students to understand the extent to which Enables students to understand the extent to which sentences are produced and understood sentences are produced and understood appropriately (Swain & Lapkin, 1990). Academic appropriately (Swain & Lapkin, 1990). Academic English regarding a sociolinguistic component English regarding a sociolinguistic component involves an increased number of language involves an increased number of language functions including: apologizing; complaining; functions including: apologizing; complaining; requesting; signaling cause & effect; requesting; signaling cause & effect; hypothesizing; generalizing; comparing; hypothesizing; generalizing; comparing; contrasting; explaining; describing; defining; contrasting; explaining; describing; defining; justifying; giving examples; sequencing; and justifying; giving examples; sequencing; and evaluating. Sociolinguistic competence also evaluating. Sociolinguistic competence also includes the ability to write cohesively and includes the ability to write cohesively and demonstrating skills of writing in the areas of demonstrating skills of writing in the areas of expository essays, argumentative papers, research expository essays, argumentative papers, research papers, abstracts and dissertations (Johns, 1997).papers, abstracts and dissertations (Johns, 1997).

Homework - Me BagsHomework - Me Bags

Bring a favorite bag from home and be sure Bring a favorite bag from home and be sure to put the following items in the bag to share to put the following items in the bag to share with others:with others:– Baby picture of youBaby picture of you– A picture of your favorite people A picture of your favorite people – A picture of you doing something that you loveA picture of you doing something that you love– A song that gives you chills (in a good way)A song that gives you chills (in a good way)– Your favorite household itemYour favorite household item– A favorite smellA favorite smell– A favorite childhood movie A favorite childhood movie – A favorite childhood bookA favorite childhood book