Academic Language In Second Language Learning (eBook)

M. Beatriz Arias, Christian J Faltis (Herausgeber)

eBook Download: PDF | EPUB

2013 | 1. Auflage
253 Seiten
Information Age Publishing (Verlag)
978-1-62396-116-9 (ISBN)

Infos

Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners’ language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language.
The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.

Inhalt

Academic Language in Second Language Learning 2
A Volume in Research In Second Language Learning 2
Series Editors: JoAnn Hammadou Sullivan, University of Rhode Island 2
CONTENTS 6
Section I: Language in Academic Contents 6
1. Demystifying and Questioning the Power of Academic Language 6
2. Developing Academic English With English Language Learners: A Study of Mainstream Classroom Practices 6
3. Pedagogical Language Knowledge and the Instruction of English Learners 6
Section II: Academic Language in Language Teaching 6
4. Exploring Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach 6
5. Developing Teachers’ Critical Language Awareness in Digital Contexts 6
6. Educators’ Conceptions of Academic Literacy and Language 6
Section III: Academic Language in Subject-Area Content 7
7. Academic Language in the Social Studies for English Learners 7
8. Scaffolding Academic Language in Science for English Learners 7
9. English Language Learning and Learning Academic Language in Mathematics 7
Research In Second Language Learning 3
Academic Language in Second Language Learning 4
edited by 4
M. Beatriz Arias 4
University of California 4
and 4
Christian J. Faltis 4
Arizona State University 4
Information Age Publishing, Inc. 4
Charlotte, North Carolina • www.infoagepub.com 4
Foreword 8
M. Beatriz Arias 8
section 1 14
Language in Academic Contents 14
CHAPTER 1 16
Demystifying and Questioning the Power of Academic Language 16
Christian J. Faltis 16
Origins of the Distinctions Between Social and Academic Language 19
Bernstein’s Restricted and Elaborated Codes 20
Cummins’ BICS and CALP Distinction 23
A Current Example of Reification of Academic Language as Cognitively Superior 25
The Culture of the Standard and Academic Language 27
Focusing on Language in Academic Contexts 30
Refocusing on Broader Contexts 34
References 35
Figure 1. 1. Bernstein’s analysis. 22
CHAPTER 2 40
Developing Academic English With English Language Learners 40
A Study of Mainstream Classroom Practices 40
Shanan Fitts and Erica Bowers 40
Defining Academic English Language and Literacy 41
Teaching AEL in Elementary Classrooms 43
Methods of Data Collection and Analysis 46
Participants and Research Context 46
Professional Development 48
Classroom Observation Protocol and Exit Survey 49
Data Collection and Analysis 50
Findings: Teaching Practices for Developing AEL 51
Building Background Knowledge and Schema 52
Comprehensible Input 54
Explicit Teaching 55
Opportunities for Practice 57
Discussion and Conclusions 59
Appendix: Observation Protocol 64
Appendix: (Continued) 65
References 65
Table 2.1. Participating Teachers, Preparation, Experience and Numbers of ELLs 47
Table 2.1. Average Ratings for Each Instructional Area Observed 51
CHAPTER 3 70
Pedagogical Language Knowledge and the Instruction of English Learners 70
Audrey Lucero 70
Academic Language and its Development 71
Instructional Moves that Facilitate Academic Language Development 73
Simultaneous Focus on Content and Language 74
Linguistic Scaffolding 74
Dialogic Interactions 75
Movement Along the Context Continuum 75
Explicit Instruction of Language 75
Methodology 76
Data Collection and Analysis 77
Findings 78
“Go-to” Moves 79
Señora Gregor 79
Mr. Riley 81
Ms. Cortez 83
Infrequently Used Moves 86
Dialogic Interactions 86
Explicit Instruction of Language 87
Implications for Pedagogical Language Knowledge 87
Areas for Future Research 89
Notes 89
References 90
Table 3.1. Coded Instructional Moves by Teacher 79
Table 3.2. Percentage of Different Types of Instructional Moves by Teacher 80
CHAPTER 4 98
Exploring Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach 98
Barbara J. Merino, Al Mendle, Rick Pomeroy, and M. Cecilia Gómez 98
Theoretical Frameworks and Relevant Literature 99
Methods 102
Findings and Discussion 103
Conclusions 111
References 114
section ii 96
Academic Language in Language Teaching 96
Table 4.1. PACT Performance by Domain and Element With Rationale for Cases* 104
Table 5.1. Template for Second Language Learner Inquiry Project Website 126
CHAPTER 5 116
Developing Teachers’ Critical Language Awareness in Digital Contexts 116
Tomás Galguera 116
Teacher Language Awareness and Pedagogical Language Knowledge 118
Technology as New Literacies and Teachers as “Technology Natives” 120
Scaffolding in Electronic Contexts as Pedagogical Language Knowledge 122
Language Awareness Among Preservice Teachers: Two Illustrative Cases 124
Enduring Schemas and Conflicting Genres 125
Language Production as a Dilemma of Practice 130
Conclusion 133
Notes 134
References 134
Table 5.2. Analytic Rubric for Language Learner Inquiry Web Page 128
Table 5.2. (Continued) 129
Table 6.1. Important Features of Academic Literacy (and Themes) in Participants’ Definitions 149
CHAPTER 6 138
Educators’ Conceptions of Academic Literacy and Language 138
Steven Z. Athanases and Juliet Michelsen Wahleithner 138
Framework 140
Competing Models of Academic Literacy 140
The Need for P-16 Educators’ Perspectives and Knowledge in Educational Innovations 143
Method 143
Context for the Study: An Academic Literacy Summit 143
Participants 144
Data Collection 145
Data Analysis 145
Results 146
Educators’ Wide-Ranging Conceptions of Academic Literacy Foci 146
Widely Varied Notions of the Functions and Dimensions of Academic Literacy 147
Increasing Specialization of Academic Literacy Features in Educators’ Conceptions 148
Educators’ Call for Professional Learning in Academic Literacy Development 153
Discussion and Implications for Teaching and Teacher Development 154
Acknowledgments 156
References 156
Figure 6. 1. Educators’ conceptions of the features and functions of academic literacy 147
Figure 6. 2. The increasing specialization of academic literacy in educators’ conceptions. 150
Figure 7. 3. Cohesive devices in text 1. 172
CHAPTER 7 162
Academic Language in the Social Studies for English Learners 162
Luciana C. de Oliveira 162
Content-Specific Language in History and ELs 164
More Than Just Vocabulary 165
Potential Challenges of Academic Language in History for ELs 166
More Than Real Actors: Abstractions That Occur as Participants 167
More Than Single Words: Dense Definitions That Require Explanations 170
More Than Naming: Cohesive Devices That Create Links Within the Text 171
More Than Connectors: Series of Events and Actions That Construct Causality 174
Linguistically Responsive History Teaching: Developing Linguistic Knowledge about History 178
Conclusion 179
Note 181
References 181
section iii 160
Academic Language in Subject-Area Content 160
Figure 7. 1. Text 1: Passage from America: Pathways to the Present. 167
Figure 7. 4a. Cohesive devices in text 2. (Figure 7.4 continues on next page) 173
Figure 7. 2a. Text 2: Passage from Call to Freedom. (Figure 7.2 continues on next page) 169
Figure 7. 2b. Text 2: Passage from Call to Freedom. (Continued from previous page) 170
Figure 7. 4b. Cohesive devices in text 2. (Figure 7.4 continued from previous page) 174
Figure 7. 5a Series of events constructing implicit causal chains in text 2. (Figure 7.5 continues on next page) 176
Figure 7. 5b. Series of events constructing implicit causal chains in text 2. (Figure 7.5 continued from next page) 177
CHAPTER 8 184
Scaffolding Academic Language in Science Education for English Language Learners 184
Frank Ramírez-Marín and Douglas B. Clark 184
Introduction 184
Science education and cultural and linguistic diversity in the United States 186
Integration of Science Teaching, Language, and Literacy 188
The Instructional Congruence Framework 188
The Effective Science Teaching for English Language Learners (ESTELL) Framework 190
1. Facilitate learning through joint productive activity among teachers and students (Moll, 1990 Rogoff, 1991
2. Develop competence in the language and literacy of instruction throughout all instructional activities. 191
3. Contextualize teaching and curriculum in the experiences and skills of home and community (pedagogical level, at the curriculum level, at the policy level). 191
4. Challenge students toward cognitive complexity wherein teachers elicit and model complex reasoning of science concepts. 191
5. Engage students through dialogue, especially instructional conversation, involving teacher initiation of conversation that requires student scientific reasoning and dialogue. 191
1. LASERS (language acquisition through science education in rural schools) used inquiry science as a context for the implementation of pedagogy that integrated language and literacy development into cognitively demanding science learning using and i... 191
2. The Seeds of Science, Roots of Reading project coordinated the efforts of science educators and literacy educators to create and test an integrated literacy-science curriculum for second and third grade elementary school classrooms (Cervetti, Pear... 192
3. The science instruction for all (SIFA) looked into the impact of a multiyear instructional intervention designed and implemented to promote achievement of science and literacy among culturally and linguistically diverse students in the San Francis... 192
4. The Imperial Valley Project in Science focused on the effects of instruction that allowed students to conduct science projects as investigations and develop their writing proficiency by keeping a journal to reflect on their science activities (Ama... 192
5. The P-SELL project consisted on the implementation of an integrated science and literacy curriculum for third graders in urban elementary schools in Florida. According to Lee, Maerten-Rivera, Penfield, LeRoy, and Secada (2008) the study involved 1... 192
1. The integration of science, language, and literacy development. 193
2. The engagement of students in the use of scientific discourse. 193
3. The development of scientific understanding through complex thinking. 193
4. The implementation of collaborative inquiry in science learning. 193
5. The contextualization of science learning. 193
Summary: General Agreement in Science Education Research on Core Issues for Supporting Diverse Students 194
1. There is a need to provide language minority students, including ELLs, with pedagogical approaches that promote ELL’s achievement in content areas while simultaneously developing literacy and language proficiency in English (e.g., Lee & Fradd, 1...
2. Content-area instruction provides a meaningful context for English language and literacy development, while the language processes provide the medium for analysis and communication of subject matter knowledge (e.g., Casteel & Isom, 1994
3. Hands-on and inquiry-based science instruction can help students develop scientific understanding and engage in inquiry practices while also supporting academic language and literacy development (e.g., Lee, 2002 Lee &
4. Integrating language and literacy research into contextualized science inquiry instruction has a positive effect for ELL students (e.g., Lee, 2005 Stoddart et al., 2010).
Supporting Academic Language: Challenges for Science Teachers 195
Possible Solution: The Systemic Functional Linguistics Approach to Language 198
1. Identification of technical terms and definitions 200
2. Conjunctions with specific roles (e.g., or) 200
3. Everyday questions and words with specialized meanings 200
4. Noun groups presented in a zigzag structure 200
Recommendations and Final Thoughts 201
Linguistic Supports for Students 202
Supports for Teachers Working With English language Learners 203
Final Thoughts 203
References 204
CHAPTER 9 214
English Language Learning and Learning Academic Language in Mathematics 214
James A. Middleton, Silvia Llamas-Flores, and Paula Patricia Guerra-Lombardi 214
Introduction 214
On the Evolution and Purpose of Language 216
Mathematics as a Language 221
The Mathematics Register 222
The Relationship Between First Language, Second Language, and Academic Language 227
Conclusions 231
Recommendations for Practice 232
Notes 233
References 234
Table 9.1. Words Presenting Difficulties in the Register Of Mathematics 225
Table 9.2. Examples oF Difficult Syntax in Mathematical Language 227
Table 9.3. General Patterns of Development Across AL1 and AL2 and Prior Mathematics Understanding 230
Afterword 238
Karen E. Lillie 238
Defining and Understanding Academic Language 238
Seeing the Bigger Picture 239
Preparing Teachers: Doing, Knowing, and Using AL in the Classroom 241
The Common Core and AL 242
Implications for the Future of AL and Concluding Remarks 244
References 246
About the contributors 248

Produkt-Details

• Erscheint lt. Verlag: 24.6.2013
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lektüren / Interpretationen
• Themenwelt: Schulbuch / Wörterbuch ► Lexikon / Chroniken
• Themenwelt: Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
• Themenwelt: Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
• Themenwelt: Sozialwissenschaften ► Ethnologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Sozialwissenschaften ► Politik / Verwaltung
• Themenwelt: Sozialwissenschaften ► Soziologie
• ISBN-10: 1-62396-116-5 / 1623961165
• ISBN-13: 978-1-62396-116-9 / 9781623961169