Language content objectives

A case for academiclanguage or why sheltered instruction is not enough

Presentation by Ruslana Westerlund

Rate your school (1-4*) Our school…

Adapted from the LAB at Brown University *1 – never, 2 – rarely, 3 – sometimes, 4 - always

Rate your school (1-4*) In our school…

* 1 – never, 2 – rarely, 3 – sometimes, 4 - always Adapted from the LAB at Brown University

why all the fuss about academic language?

Photo from Facebook Page English Whirled Wide

How do YOU view language?

Common misconceptions

What is Academic Language?

Bloom’s Taxonomy Paired with Typical Language FunctionsKramer, D., Lundgren, C., Mabbott, A, S. (2011)

Curricu

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develop

men

t process for

ELs

Characteristics of Effective Instructional Objectives

Students don’t thrive on vague objectives

Can you can which

one are vague?

Is it Language or is it Content?

Water cycle Water journeys through a cycle. It's a cycle that's never

done. Water changes to a gas when it is heated by the sun Evaporation's what we call this. Now the cycle has

begun. When the gas gets where it's cooler higher up in the sky. Then it changes back to water forming many clouds

nearby. Condensation's what we call this when tiny water

droplets form Then we call it precipitation when it falls down in a

storm. Collection's when it lands in puddles, oceans, rivers,

lakes, and streams Then the cycle starts all over never-ending so it seems.

Content Objectives

Bloom’s Skill and Language Function

Mortar words Bricks

How water changes as it goes through the cycle

Describe, identify, analyze

Is caused byEven thoughHoweverThe next stage …After thatEventually

Water condensesWater evaporatesWater collectsPrecipitation happens when…

Examples 1. Students will use the phrase is

caused by to describe each stage of the water cycle. Evaporation is caused by the heating

of the earth’s surface. 2. Students will use the verb happens

to describe the water cycle. Precipitation happens when the clouds

get full of water and they burst.

Task AnalysisWhat conversational language vs. academic language

do students need to be able to discuss the Water Cycle?

The Language-Concept ConnectionInstructional Model (Jill Mora, 2010)

Domain

Language Concept Learning

A Unknown Unknown Limited: modify instruction

B Known Unknown Concept Development

C Unknown Known Language Development

D Known Known Concept & Language Development

Academic expressions for persuading in Language Arts* Based on the evidence in the story so far,

we believe… because… I understand what you are saying, but I

would like to emphasize… This is a good point, but I think the

evidence shows that… Although some people claim that… The advantages of …. Outweigh the

disadvantages of … Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms

Academic expressions for Cause-and-Effect Thinking in History* I believe that one reason for their …

was… There were political, social, and cultural

motives for… Even though the textbook says the cause

was…, I believe it was… The most likely reason for … was… Had a significant influence on… That was a result of…

*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12

Language Used to Describe Steps of Scientific Inquiry*Steps of Scientific Inquiry

Language for This Step

Observe aspect of the physical or natural universe

I notice that…I observed that…Look at the way that…

Ask questions about the nature of the observations

I wonder why… What kind of reaction could cause that?

Generate a hypothesis and use it to make predictions

What if we…?If we add…, then maybeI hypothesize that… because…

Perform an experiment We need to measure theAs the … increases, the … decreases

Make conclusions The data show that.. We discovered that… Our research has demonstrated that…

*Zwiers, J. (2007) Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12

Expressions Used in Problem Solving in Math We need to figure out exactly what they

want. Let’s break it down into parts. First… Information that I need is… because… There are different ways to solve it. The best solution is… because… I predict that… I don’t think this information is important because…

Common Terms with Specialized Meanings in Math

Balance Interest Difference

Coordinate Power Terms

Even Similar Radical

Imaginary Irrational Improper

Plane Axis Chance

Product Mixed Expression

Round Cube Principal

Scale Value Factor

Square Find Function

Positive Field Real

Time alone, simply being exposed to English at school,

does not ensure academic English learning. English

learners need explicit scaffolding support,

language differentiation, and explicit language

teaching.

Practices that Foster SuccessAdapted from Nieto (2003)

References Cooper, J.M. (Ed.) (1994).Classroom

Teaching Skills, 5th Edition. Lexington, MA: D.C. Heath & Co.

Echevarría, J., Vogt, M. & Short, D.J. (2010). Making content comprehensible for secondary English learners: The SIOP model. Boston, MA: Allyn & Bacon.

Zwiers, J. (2007) Building academic language. Jossey-Bass