Academic Language

What is language? This is a question we asked the TC’s to

contemplate on the first day of 270H Language, Culture and Learning.

In a small group of 2-3, brainstorm what you think “language” is.

Underlying assumptions about language…

Group repsonse… TC’s responses… Webster’s definition: words, their

pronunciation and the methods used to combine them and be understood by a community

We asked TC’s to consider these questions in terms of "language”

Why?

How?

When/

Where/

Who?

These are the things we talked about this summer….

Why? Purposes

How? Grammar

Pronunciation

When/

Where/

Who?

Communicative

Competence

This is what we are talking about now…

Why? Purposes Functions

How? Grammar

Pronunciation

Forms

When/

Where/

Who?

Communicative

Competence

Fluency

So… What is Academic Language????

Given what you now know about what the TC’s know about language,

In your same small group of 2-3, brainstorm what you think “ academic language” is and how it might differ from “social language.”

Functions, Forms & Fluency Dutro & Moran (2003) introduce the notions of

functions (tasks), forms (tools) and fluency (derived from opportunities to practice).

Developing Academic Language: Functions, Forms & Fluency

Functions (Dutro & Moran, pp. 232-233) The tasks or purposes AND uses of language. We use language to accomplish something in formal or

informal settings, for social or academic purposes. Social purposes include: exchanging greetings, expressing

needs, making jokes, exchanging greetings, indicating agreement or disagreement, participating in personal conversations, etc.

Academic Language Functions

Dutro & Moran

Navigating written text Asking/answering informational questions Asking/answering clarifying questions Relating information Comparing and contrasting Explaining cause and effect Justifying and persuading Drawing conclusions Summarizing Evaluating Conducting research

Cognitive Academic Language Learning Approach

Chamot & O’Malley (1994) suggest that academic language instruction and opportunities for practice should be integrated with academic content instruction.

They also introduce the notion of academic language functions, “the tasks language users must be able to perform in the different content areas” (p. 40).

Academic Language FunctionsChamot and O’Malley

Seek Information - use who, what, when, where, how Inform - recount information or retell Compare - explain graphic organizer showing contrast Order - describe timeline, continuum or cycle Classify - describe organizing principles Analyze - describe features or main idea Infer - generate hypotheses to suggest cause/outcomes Justify & Persuade - give evidence why “A” is important Solve Problems - describe problem-solving procedures Synthesize - summarize information cohesively Evaluate - identify criteria, explain priorities, etc.

Function: Comparing/Contrasting Dutro & Moran, p. 237 (Figure 10.6)

Beg: big oceansmall lake

EI: An ocean is big.A lake is small.

Int: An ocean is larger than a lake. EA: An ocean is enormous compared

with a lake. Adv: An ocean is vast. Even the largest

lake is small by comparison.

Forms Grammatical features and word usage.

The tools necessary for discourse, for reading and writing, for using complex language and for engaging in cognitive processes.

Structures/Forms

Syntax

Semantics

Morphology

Phonology Structures

Language Universals-Structures

the sound system, called phonology the rules of word formation, called

morphology the system of meanings, called semantics and the rules of sentence formation, called

syntax.”

Forms include:Dutro & Moran, p. 237

Parts of speech Verb tenses Subject/verb agreement Use of pronouns Conjunctions Sentence structure & syntax Brick and mortar words/phrases

Brick and MortarDutro & Moran, p. 239

“Brick” words are the vocabulary specific to the content and the concepts being taught.

They include such words as: government, democracy, line, tone, mitosis, anaphase, metaphor, theme. subjunctive, variable, algorithm, etc.

Brick and MortarDutro & Moran, p. 239

“Mortar” words and phrases are the basic and general utility vocabulary required for constructing sentences. They are words that determine relationships between and among words. They are words that hold our language together and are essential to comprehension. (Dutro & Moran, p. 239)

Mortar Words & Phrases - Dutro & Moran, pages 239-240

Connecting words: because, then, but, sometimes, before, therefore, however and whereas

Prepositions and prepositional phrases: on, in, under, behind, next to, in front of, between, among and in the background

Basic regular and irregular verbs: leave, live, eat, use, saw, and went

Pronouns: she, he, his, their, it, each other, and themselves

Academic vocabulary: notice, think, analyze, plan, compare, proof, and characteristics

Brick and Mortar Compare/Contrast

Marine mammals Ocean fish

Born aliveLungsWarm bloodedProduce milk

Born from eggsGillsCold bloodedDo not produce milk

ExcellentSwimmersVertebratesLive in groups

Mortar Words Compare/Contrast Sentence Frame: ________ have __________,

whereas________ have _____________.

Marine mammals have lungs, whereas ocean fish have gills.

Providing the mortar words will enable students to use language to compare and contrast.

Fluency (Dutro & Moran, p. 242)

The facility with which a speaker, reader and writer uses language.

Developed through focused and deliberate engagement with a range of uses of language (both oral and written), and many opportunities to practice the newly learned forms in different contexts.

Ways of Being Fluent

Context Purpose

Variation

Styles/Register

Application Activity

You are going to further explore functions and forms.

With a partner, determine whether each item on the list is a language function or a grammatical form. Note this in the second column.

Match each function to the grammatical form needed to express it and record this in the third column.

Finally, with another pair, generate ideas for how you might address each of the function/form pairs. In other words, how might you teach this?

General Principles Dutro & Moran, pages 242-243

Build on students’ prior knowledge Language and content knowledge

Create meaningful contexts Provide comprehensible input and model forms Provide opportunities for application & practice Establish positive environment with clear goals and constructive

feedback Reflect on the forms of language and the process of learning