Post on 20-Nov-2021
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Academic Language:Important for ALL, Critical for ELLs
Gisela Ernst-Slavit, PhD
Washington State University Vancouver
gernst@wsu.edu
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Introductions
• About Dr. Ernst-Slavit
• Upcoming WebinarAcademic Language: From Paper to Practice on June 16 at 1:00 PM
Register: https://attendee.gotowebinar.com/register/7088709061402399234
• August Half-day Workshops
August 5 in Toppenish; August 20 in MarysvilleAugust 4 in Sumner; TBD in Eastern WA
• PowerPoints, Webinar Recordings and Training Announcements:http://www.k12.wa.us/MigrantBilingual/Training.aspx
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Why Focus on Academic Language?
1. CCSS, NGSS,…
2. Growing ELL population
3. Too many ELL “lifers”
4. Social justice
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Shifts due to the CCSS, NGSS,…
Opportunity for ELLs: Greater access to rigorous instruction and high expectations
New challenge: To change how ELL instruction has been approached and delivered--
◦ Emphasis on academic language
◦ Amplification instead of simplification
◦ Integration of academic language and content
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Growing Population of ELLs
7Gisela Ernst-Slavit 2012-2013 Data- National Center for Education Statistics
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Growing Population of ELLs
8Gisela Ernst-Slavit Digest of education Statistics 2014, Tables 203.20, 25, 30
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Too many kids graduating without the knowledge & skills(Wong Fillmore & Snow, 2000)
Ti-Sang, Grade 6
12 years old
From Cambodia
Can hardly speak
Khmer
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Too Many Kids Graduating w/o the Knowledge & Skills(Wong Fillmore & Snow, 2000)
Hmm...they--they, like, speak Cambodian more because they more comfortable in it. They don’t want to talk English sometime because--when they go to school they don’t, like, really talking, right? But when at home they chatter-talk. ‘Cause they kind of shy, you know, like, when the teacher call on them and they don’t know the answer, sometime they know the answer but they shy to answer. If you ask them, ask them so quietly, they answer.
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Social Justice(Bartolomé, 1998; Ernst-Slavit & Mason, 2011, Gee, 1990;
Gottlieb & Ernst-Slavit, 2014; Macedo, 1994)
We should not assess what we don’t teach
Pedagogy of entrapment: requiring of students what schools do not explicitly teach
Students from minority cultural, linguistic, and racial groups might have limited access to academic discourses
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Social Justice
For ELLS, school might be the only setting where they have the opportunity to encounter and acquire academic language, and their teachers might be the most significant single source of oral academic language (Ernst-Slavit & Mason,
2011, p. 432).
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Academic Language
A register
Specific linguistic features associated
with academic disciplines
Found in textbooks, tasks, talk and
tests
Students must produce it!!!
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(Anstrom, 2010; Bailey, 2007; Bunch, 2009; Ernst-Slavit &
Mason, 2011; Gottlieb & Ernst-Slavit, 2014; Gottlieb, Katz, &
Ernst-Slavit, 2009; Francis et al, 2006; Schleppegrell, 2004;
Zwiers, 2008)
Dimensions of Academic LanguageGottlieb & Ernst-Slavit, 2014
Discourse Level
Sentence Level
Word/Expression Level
• Text types
• Genres
• Cohesion of text
• Coherence of ideas
• Types of sentences—simple, compound, complex
• Word order
• Prepositional phrases
• Phrasal verbs
• Colloquial expressions
• General, specialized, and technical content words
• Nominalizations (use of verbs, adjectives, or adverbs as nouns, such as produce and production)
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Dimensions of Academic LanguageGottlieb & Ernst-Slavit, 2014
Discourse Level
Sentence Level
Word/Expression Level
• Autobiographies
• Story problems
• Lab reports
• Historical argument
• Sequence words
• Logical connectors
• Complex noun phrases
• Historical present
• Setting
• Right angle
• Hypothesis
• Democracy
Language arts, Math, Science, Social studies 17
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AcademicLanguagefor
thinking,knowing,acting,interacting,speaking,reading,
andwriting
EnglishLanguage
Arts
Math
Science
SocialStudies
Art,HealthMusic,
PhysicalEd
Go
ttlie
b &
Ern
st-S
lavi
t (2
01
4).
Aca
de
mic
La
ngu
age:
Def
init
ion
s an
d C
on
text
s. C
orw
in.
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Vocabulary-E.g., multiple meaning words(Judit Moschkovich)
Unique meanings in mathematics
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The Language of Mathematics
Vocabulary
Letter Conventions
Symbols
Grammatical Features
Discourse or Genres
Gisela Ernst-Slavit
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Symbols(Ernst-Slavit & Slavit, 2013)
Mathematics uses symbols to represent concepts, functions, values, operations, or structures (e.g., sequences). Most ideas and concepts are eventually illustrated with the use of symbols.
There are the 10 digits: 0,1,2,...9
There are symbols for operations: + - x / √ ±
There are symbols that "stand in" for values: x, y, ...
There are many special symbols: = ≠ ≈ ∞ < ≤, ...
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Grammatical FeaturesE.g., Prepositions
“Do you say divided by or divided into?” --Maximo, 5th grade ELL
“What’s the difference between the area of a triangle and the area inside the triangle?”
Of and Off (percentage of or off something)
The temperature fell by 12 degrees The temperature fell from 12 degrees The temperature fell to 12 degrees
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DiscourseE.g., Story Problems
“There are 4 windows in the attic
and each window has 8 panes of
glass. One friend cleans every third
pane. Two of you clean the rest.
Who cleans the least number of
panes?”
(Houghton Mifflin’s Math Central, 2001, p. 241).
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Story Problem:
A certain construction job usually takes four workers six
hours. Today one worker called in sick, so there are
only three workers. How long should it take them to do the
job?
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Assessment and Academic Language
The rectangle is twice as long as it is wide. What is the ratio of the width of the rectangle to its perimeter?
27 National Assessment of Educational Progress
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Assessment and Academic Language
The rectangle is twice as long as it is wide. What is the ratio of the width of the rectangle to its perimeter?
28 National Assessment of Educational Progress
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Segment 1
24 T: He ate 7/8 of a pizza
25 We’ll get to that later, Mark
26 You’re makin’ it tough! (writing) Hum… how much… how much
pizza
27 did Mark and Tonci eat altogether? That tells us to do what?
28 Ss: Add … 10/8
29 T: 10/8. Uh – is that top number bigger than the bottom number?
30 Ss: Yes
31 Doug: You can do, um, 1 whole and, um, 2/8
32 T: (writing) Could we reduce that if we wanted to?
33 Ss: Yes
34 T: Ah, some of you have figured that out.
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Talk and Academic Language – Ernst-Slavit & Mason (2011)
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Segment 1
24 T: He ate 7/8 of a pizza
25 We’ll get to that later, Mark
26 You’re makin’ it tough! (writing) Hum… how much… how much
pizza
27 Did Mark and Tonci eat altogether. That tells us to do what?
28 Ss: Add … 10/8
29 T: 10/8. Uh – is that top number bigger than the bottom number?
30 Ss: Yes
31 S: You can do, um, 1 whole and, um, 2/8
32 T: (writing) Could we reduce that if we wanted to?
33 Ss: Yes
34 T: Ah, some of you have figured that out.
Comparing fractions with
different denominators
altogether
Numerator of fraction
2/8
Knowing when & how to reduce fractions30
Talk and Academic Language – Ernst-Slavit & Mason (2011)
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Text Context
“Look, it’s making them move. Those didn’t stick.”
Student talking in a small group as
they were experimenting with a
magnet
“We found out the pins stuck on the
magnet.”Student telling the Teacher what she
had learned from the experiment
“Our experiment showed that magnets
attract some metals.”Students’ written report about the
experiment
“Magnetic attraction occurs only between
ferrous metals.”An entry in a child’s encyclopedia
about magnets
Talk: Different registers in the classroom
(Gibbons, 2003)
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Language awareness
Texts
Tests
Tasks
TalkDiscourse
Sentence level (grammatical structures)
Word level (vocabulary)
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Selected References
Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A
review of the literature on Academic English: Implications for K–12 English
language learners. Arlington, VA:The George Washington University Center for
Equity and Excellence in Education.
Bartolomé, L.I. (1998). The misteaching of academic discourses. Boulder, CO:
Westview Press.
Egbert, J. L., & Ernst-Slavit, G. (2010). Access to academics: Planning instruction
for K-12 classrooms with ELLs. Boston, MA: Pearson Education.
Ernst-Slavit, G. & Slavit, D. Mathematically Speaking. Language, March 2013,
pp. 32-36.
Ernst-Slavit, G., & Mason, M.R. (2011). “Words that hold us up”: Teacher talk and
academic language in five upper elementary classrooms. Linguistics and
Education, 22, 430–440.
Gee, J. 1990). Social linguistics and literacies: Ideology in discourses. London:
Falmer Press.
Gibbons, P. (2003). Mediating language learning: teacher interactions with ESL
student in a content-based classroom. TESOL Quarterly, 37 (2), pp. 257-273.
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Selected References – cont.
Gottlieb, M., & Ernst Slavit, G. (2014). Academic language in diverse
classrooms: Definitions and Contexts. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst Slavit, G. (2013). Academic language in diverse
classrooms: Mathematics Series. Thousand Oaks, CA: Corwin.
Gottlieb, M., & Ernst Slavit, G. (2014). Academic language in diverse
classrooms: English Language Arts Series. Thousand Oaks, CA: Corwin.
Wong Fillmore, L. & Snow, C. (2000). What teachers need to know about
language. Clearinghouse on Languages and Linguistics.http://faculty.tamu-
commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf