Teachers certification course
C5 – Academic Language
Objective: Learners will utilize the five elements of academic language in the lesson plan evaluate the best examples to write into the Lesson Plan Guide (LPG) form.
Academic Language
Academic Language is defined as the oral and written language used for academic purposes. Academic language (AL) is the means by which students develop and express content understandings. Academic language represents the language of the discipline that students need to learn and use to participate and engage in the content area in meaningful ways.
There are language demands that teachers need to consider as they plan to support student learning of content. These are specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. These language demands include vocabulary, language functions, syntax, and discourse.
Academic language that needs to be defined for students:
1. Language Functions-The content and language focus of the learning task, represented by the active verbs within the learning outcomes.
2. Vocabulary- Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Language supports to provide for students:
3. Discourse- Includes the structures of written and oral language, as well as how members of the discipline talk and write about what they know.
How will they talk about it? Think pair share, class discussion, Q&A, partner discussion…
How will they write about it? Write a reflection, write a poem, compete a graphic organizer, write a sentence, write an essay…
4. Syntax- The set of conventions for organizing symbols, words, and phrases together. into structures (e.g., sentences, graphs, tables). How you support students in their language use: sequence events, graphic organizers, formulas, charts, language rules, outlines, Venn diagram.
One of the performance based assessments that could be implemented in Texas is called the edTPA, which incorporates the use of academic language, syntax, and discourse. As Texas considers the adoption of a similar performance based assessment, this will be an important concept to process and understand.
Watch Video: Academic Language from an Intern’s Perspective
https://www.youtube.com/watch?v=gbi6ntpolO4
Assignment:
Thinking about the lesson that you are planning, you will need to identify the language demands for your lesson as you require students to read, write, speak, listen, demonstrate and perform.
1. On your LPG form, complete these elements in the 5. Academic Language section:
– Identify the language function of your lesson. the one focus of the learning task – identified by a verb, refer to your GO TO Page Hint: This verb should be in alignment with your 2. Deconstructing / Unpacking your TEKs verb.
– Identify the language vocabulary words, phrases, or symbols used in your lesson.
– Identify the discourse for your lesson. How will you have them talk / write about the lesson objective?
– Identify the syntax used for your lesson.
2. Once you have identified these elements, you can identify 6. Targeted Language supports, or strategies, that you will use to support theses elements in your lesson.
– Identify the language function of your lesson. How will you assist them to demonstrate this function and support this “DO” verb?
– Identify the strategies to teach language vocabulary words, phrases, or symbols used in your lesson. Refer to your GO TO Page and select 2 strategies that you will use to teach vocabulary.
– Identify the strategies to teach discourse for your lesson. What strategies will you use to encourage students to talk and write about the content? Refer to your GO TO Page and review your notes on Hattie’s influences. Select two strategies that you will use to teach vocabulary.
– Identify the strategies to teach syntax used for your lesson. Refer to your GO TO Page and select two strategies that you will use to teach vocabulary.
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