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Welcome friends to PassedTPA. Today we will discuss academic language.
Please pause this presentation and read the definition of academic language found in the
glossary of your handbook.
Welcome back. Perhaps you found that definition complicated. It certainly has many parts.
Let’s summarize academic language, which is generally students writing or speaking
to express understanding of subject matter. It consists of discourse, which may be thought
of as how students write or speak. It also consists of the language function, which is
the way students are supposed to think as a result of engaging in the lesson sequence.
The language function is more practically identified as the verb found in the central
focus. The language demand is the method students use to express their understanding of subject
matter. Syntax is the system used for organizing written or spoken communication. Vocabulary
consists of subject-specific or general words, while language supports are the steps the
teacher takes to help students learn all of the above. Now let’s consider each of these
elements separately.
The language function is perhaps best thought of as a verb, usually shown or inferred in
the central focus of the lesson sequence. Here is a list of verbs which represent language
functions.
Most handbooks present a short list of language functions to choose from. This list appears
in the commentary writing prompts for Task 1. Pick one language function from this list
and include this word or phrase in your central focus. If your central focus does not match
one of the options, you can revise your central focus. Be sure your learning targets support
and relate to the language function you have chosen.
For example, the language function of this central focus is to analyze. On a related
note, the learning target shows the verb compare. Comparison is one way we analyze so the learning
target supports the central focus. Although you can identify a language function for a
particular learning target, the language function you will most often write about as part of
your commentary for Task 1 is the language function of the central focus.
The language demand is the method students use to express their understanding of subject
matter. The product, assignment, or practice activity students engage with is a practical
way to define language demand.
Let’s consider some examples of language demand, based on an example learning target.
In English Language arts, students interpret unfamiliar words as they are used in informational
text. The language demand depends on learning activities designed for the lesson. For our
example, students will make a list writing, define using a dictionary, recite definitions
to a nearby partner, and write a personal interpretation. These language demands are
learning activities that students do as part of the lesson. An example of syntax is the
list written on paper, and one example of discourse is when students recite definitions
to a partner.
Here is a learning target for math. In this case the language demand includes discussing
a definition. Calculating a sum may be defined as the particular syntax required for understanding
mathematical subject matter. An example of discourse occurs as students share their results
aloud.
Finally, here is a learning target for science. The demand for this target is for students
to draw, construct a model, write a paragraph and share results aloud. The drawing and model
are examples of syntax. The writing and sharing are possible examples of discourse.
We can identify examples of discourse within the lesson when students write or speak. The
syntax is the particular format students use for organizing and presenting information.
Often, this format is related to the discipline, such as use of numbers and symbols in math
or texture and color in visual arts.
Vocabulary is another element of academic language. An efficient place for integrating
vocabulary is within the learning target. Here are three example learning targets. Notice
that some vocabulary is discipline specific, like informational text in English language
arts, fraction and denominator in math, and atomic and molecules in science.
Vocabulary can also be general. General vocabulary words tend to have the same meaning across
disciplines. Examples include unfamiliar, equivalent, and composition. In some cases,
words may be considered either discipline specific or general. An example is informational
text, which relates to English language arts and also science and social studies.
The phrase, language support, is not defined in the glossary of your handbook. However,
commentary writing prompts for Task 1 ask about language support, which are any of the
steps a teacher takes to help students with academic language. Language support is derived
from language demand. For example, if students will list words on paper, then the teacher
may show an example to support students. If students will be defining words using a dictionary,
then the teacher demonstrates how to use a dictionary and has students practice. If students
are expected to speak a definition to a nearby partner, the teacher circulates and listens,
providing help when needed. When student write their interpretation of words, the teacher
collects papers and provides written feedback.
Let’s summarize our thinking about academic language with an example. The central focus
for our example is to analyze characteristics of atomic particles. The first learning target
is that students compare protons to neutrons using a Venn diagram and identify three similarities
and three differences. The language function is for students to “analyze,” which is
the verb shown in the central focus. The verb in the learning target, "compare," is also
a language function, but it is not the main language function. Students make comparison
as they work toward analysis of atomic particles. The language demand for this lesson is to
have students draw and fill a Venn diagram, summarize similarities and differences in
a paragraph, and read summaries aloud. The teacher provides language support by making
a list with students before any work on the diagram begins, showing an example of a partially
complete diagram, and circulating around the room while students complete their Venn diagrams.
One example of syntax for this lesson is the diagram, and an example of discourse is when
students talk or write about the subject matter.
Academic language consists of discourse, which may generally be identified any time students
speak or write for academic purposes. The language function is the verb, often found
in the central focus. The language demand is the method students use to express their
understanding, which practically translates to the learning activities within the lesson.
The syntax is the system for organizing information, such as using symbols in math, or tables of
numerical information in science. Vocabulary is another element and one place for efficiently
integrating vocabulary is in the learning target. Vocabulary may be subject specific
or general. Finally, language supports are any steps the teacher takes to help students
with academic language.
Thanks again for joining me for this module of PassedTPA, Academic Language.