Language, Identity, &

Academic Language

Learning

Bryan A. Brown, Ph.D.

Stanford University

o Language is not a medium that is neutral to an individual’s identity.

Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

Big Idea

o Learning Science can be as difficult as learning a

new language.

o Academic Language is the ‘catch all’ phrase for the

complex language students must learn.

Big Idea

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Big Idea

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New Terms:

• Plasmid

• Bacterial

Conjugation

• Bacterium

• Binary Fusion

2 Versions

of The

Same Thing

DNA

DNA

o Teaching does not always reflect

language learning approaches.

o The Language- Identity Dilemma

Big Idea

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Theoretical Framework

The Language Identity Learning

Dilemma

Cognitive Affective

a. Failure to understand

b. Failure to be understood

I do not understand. I don’t feel comfortable.

Research

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Digital (online) Study of Disaggregate Instruction

RQ #1 Does the use of complex science language impact

students’ science learning?

Research

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Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

Research

Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

ORGANIC LANGUAGE INTRODUCTION SAMPLE STUDIES NEW DIRECTIONS LANG. ID DILEMMA

Affective Study of Science Discourse

RQ #1 Does the use of complex science language in

instruction have an affective impact on students?

N = 70

Research

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Congruent Measures

Stroop Congruent Flanker Congruent

Research

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Incongruent Measures

Stroop Test FlankerTest

Research

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Control

Treatment

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Stroop Congruent (ms)

Stroop Incongruent (ms)

Flanker Congruent (ms)

Flanker Incongruent (ms)

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Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App

o The things we know the most about are the things we talk about the most.

o What things do we talk about most? How do students talk about them?

o Who does the majority of the talking in the elementary science classroom?

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The Power of Explanation