Academic Language and Thinking December 16, 2010 Center for the Education and Study of Diverse Populations at New Mexico Highlands University Overview • What is Academic Language and Thinking? • Why should students engage in purposeful, focused and extended academic talk? • What are key features of academic language and academic conversations? • How can we support academic language and thinking? 3 Academic Language and Thinking? (3 min.) •What is academic language and thinking? • What does academic language and thinking “look like” and “sound like”? •How can district and school leadership support academic language and thinking? 4 Defining Academic Language and Thinking: What the Researchers Say Cognitive Academic Language Proficiency (CALP): CALP is the language students are exposed to during content lessons, in course materials, textbooks, and standardized assessments. Cummins suggests that it generally takes an ELL student up to 2 years to acquire BICS and 5-7 years to acquire the linguistic skills associated with CALP (Cummins 1981). Teachers of English to Speakers of Other Languages (TESOL 2007) define academic language as, “Language used in the learning of academic subject matter in formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language, and speech registers related to each field of study”. 5 Defining Academic Language and Thinking: What the Researchers Say • Zwiers (2005) defines academic language as, “…the set of words and phrases that describe content-area knowledge and procedures; language that expresses complex thinking processes and abstract concepts; and language that creates cohesion and clarity in written and oral discourse”. • Scarcella (2008) defines academic language as the language of power. Students who do not acquire academic language fail in academic settings. 6 “Brick and Mortar” Dutro and Moran, 2003 • "Brick" words are the vocabulary specific to the content and concepts being taught and include words such as: government, mitosis, metaphor, revolt, arid, revolution, etc…. • "Mortar" words are the words that determine the relationships between and among words. 7 What is Academic Language? Content vocabulary (bricks) Terms that travel across disciplines Grammar & organization Content vocabulary (bricks) 8 What is Academic Language? Hypothesize Evidence Analyze Justify Critique Compare Content vocabulary (bricks) Terms that travel across disciplines Grammar & organization Content vocabulary (bricks) 9 What is Academic Language? Hypothesize Evidence Analyze Justify Critique Compare Academic Metaphors ~300/hour! Content vocabulary (bricks) Terms that travel across disciplines Grammar & organization Content vocabulary (bricks) 10 What is Academic Language? Hypothesize Evidence Analyze Justify Critique Compare Academic Metaphors ~300/hour! Content vocabulary (bricks) Text structure Transitions Terms that Grammar & Pronouns travel across organization Clauses disciplines Word order U-turn terms Punctuation Content vocabulary (bricks) 11 Students need chances to authentically talk about: Abstract concepts Complex ideas Higherorder thinking processes 12 Watching for Academic Language By the 1880's, steam power had dramatically shortened the journey to America. Immigrants poured in from around the world. They came from the Middle East, the Mediterranean, Southern and Eastern Europe, and down from Canada. The door was wide open for Europeans. In the 1880s alone, 9% of the total population of Norway emigrated to America. After 1892 nearly all immigrants came in through the newly opened Ellis Island. Families often immigrated together during this era, although young men frequently came first to find work. Some of these then sent for their wives, children, and siblings; others returned to their families in Europe with their saved wages. 13 Academic Language and Thinking Strategies Where? Speaking Listening Communication Literacies or Language Domains Writing Reading 14 3 Ingredients for Acquiring Language Input 15 3 Ingredients for Acquiring Language Visuals Gestures Verbal Input 16 3 Ingredients for Acquiring Language Visuals Gestures Verbal Input Output 17 3 Ingredients for Acquiring Language Visuals Gestures Verbal Input Output Sentence stems Pair-shares Presentations Improvs (pro-con) Questions (build) 18 3 Ingredients for Acquiring Language Input Output Co-construction of Meaning 19 The Need for Meaningful Talk • 85% of class time was devoted to lecture, question and answer, and seatwork. (Nystrand, 1997) • Teachers encouraged elaborations, but only 16% of the paired interactions were beneficial to learning. (Staarman, Krol & Vander Meijden, 2005) • English learners spent only 4% of the school day engaged in talk; and 2% of the school day discussing focal content of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996) 20 Academic Language in Action Academic English is not a natural language. It must be explicitly taught not merely caught. ( Kinsella, 2006) Center for the Education and Study of Diverse Populations at New Mexico Highlands University Understand the concept of sheltered instruction Understand the importance of lesson preparation and the integration of content and language objectives Develop a working knowledge of the new ELD Standards 22 Participants will recall and list topical information from readings, previous trainings and personal experiences. Participants will articulate and listen to various points of view related to the day’s topic. 23 Individually and in groups begin to synthesize the day’s information through dialogue and reflection. Participants will work in groups to apply the knowledge of the day in the creation of a lesson plan that takes into account the realities of the classroom. 24 25 “Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.” Echevarria, Vogt and Short, Making Content Comprehensible for English Language Learners, 2004, 2007, 2010 26 27 In many of our classrooms the level of the textbook we are teaching from does not match the academic language level of our students. The academic content and language of the text is difficult for students to negotiate. 28 Watering down the curriculum allows students to read the curriculum. …but The richness of the content concepts are lost. 29 “Sheltered Instruction is good for ALL students but it is IMPERATIVE for students with a language or learning challenge!” Mary Ellen Vogt, 2004; 2007 30 Preparation Interaction Building Practice / Background Comprehensible Input Strategies Application Lesson Delivery Review / Assessment 31 What: For maximum learning to occur, planning must produce lessons that enable students to make connections between their own knowledge and experiences, and the new information being taught. Why: Lesson planning is critical to both a student's and teacher’s success. When: Every lesson How: Adaptation of content Meaningful activities Supplementary materials Plan for language 32 What are they? Why use them? 33 What are they? Why use them? 34 Content Objectives: Focus of the Lesson (What students should know and be able to do.) Language Objectives: Focus on Language Development, Language Needs & Language Use for the Lesson (How Listening, Speaking, Reading and Writing will be incorporated into the lesson.) 35 Content objectives are the Language objectives are the 36 compare recall revise contrast recite pre-write list draft elaborate publish define predict apply write sequence infer identify synthesize justify negotiate listen respond interpret describe observe 37 Listening: process, understand, interpret, and evaluate spoken language in a variety of situations Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences Reading: process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency Writing: engage in written communication in a variety of situations for a variety of purposes and audiences New Mexico ELD Standards 2009 38 Why are the language domains important? 39 “Children are capable of high level thinking regardless of their language level.” Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009 40 Who gets to see them? 41 Should be: Stated clearly and simply in student friendly language; and Posted and referred to before, during and after the lesson. 42 Content Objective: 9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common. Language Objectives: With your learning partner you will use mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures. During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another. Work in pairs to solve and justify statements about the area and perimeter of geometric figures. 43 45 What is our schema related to standards? What have you heard and what do you know about the NMELD Standards? 46 The NMELD Standards are unlike anything we have experienced in New Mexico. o They are first and foremost language standards. 1. Social and Instructional Language 2. The Language of Language Arts 3. The Language of Mathematics 4. The Language of Science 5. The Language of Social Studies Meant to be flexible and adaptable. 47 English language development standards are the bridge to enable learners to access the content requisite for academic success through language (Academic Language and Thinking). 48 Framework Entering Formative Emerging Summative Developing Language Proficiency Expanding Level Bridging 49 Language Domain Language Function Grade Level Cluster Example Topic Genre Support Model Performance Transformation Indicator (MPI) 50 51 52 53 54 55 56 57 58 59 2 Frameworks 5 English Language Proficiency Standards 5 Grade Level Clusters 4 Language Domains 5 Levels of English Language Proficiency 200 Example Topics and Model Performance Indicators (MPIs) 60 No numbers but rather an emphasis on language, content and support. (Mindfully prodding you towards Content and Language Objectives) Make it topic or subject specific. Make it real for you! Make it work for you! You are never held to what is in the box – this can change! 61 Step 1: Determine English Language Learners’ current language profiles Step 2: Analyze the language demands of a content topic Step 3: Match ELD standards to language demands, and decide whether and which transformations are necessary. Step 4: Develop content and language objectives. 62 Step 5: Differentiate instructional and assessment activities by the students’ levels of English language proficiency. Step 6: Plan for instructional supports and vary the supports used. Step 7: Review evidence of language learning and decide next steps. 63 64 What is the intent? What is the intent? • What part of our professional routine(s) are the new ELD standards intending to affect? • How? • For whom? • Is this extra? 66 67 Lesson Planning Through a Different Lens • For whom? All children! • How? Consider the language demands of the content of the lesson. • Why? Content and language have had and will continue to have an inseparable relationship that is rooted in the fundamental use of language as the means of sharing information. • When? Always! 68 A Typical Lesson Plan begins with a … Focus: Content Objectives Language Objectives Aligned to Standards 69 A Typical Lesson Plan Includes … Instruction: Through the lens of the language demands of the content. Student Centered • Prior Knowledge • Building of Background Knowledge Frontloading, Scaffolding, Sheltering • Bricks • Mortar 70 A Typical Lesson Plan Includes … Guided Practice: Reading Listening Writing Formative Assessment Opportunities (Informal and Formal) Speaking Opportunity for Interaction: Enhancing Academic Language Discourse Sheltered & Rigorous 71 A Typical Lesson Plan Includes… Independent Practice: Reading Listening Writing Speaking Sheltered & Rigorous Formative Assessment Opportunities (Informal and Formal) 72 A Typical Lesson Plan Includes … Closure/Assessment/Evaluation • How did they do? • How did you do? • How do you know? • How will this affect what you do tomorrow? 73 Let’s apply our knowledge! 74 Listen Identify Classify Collect Distinguish Categorize Match Show Select Construct Assemble Arrange Name Recall Give Examples Draw Organize Decide Describe Create Dramatize Locate List Underline Review Compose Dictate Point out Record Report Predict Express Plan and Evaluate Relate Generalize Demonstrate Restate Interpret Outline Summarize Suppose Estimate Judge Explain Debate Illustrate Infer Revise Rewrite Assess Justify Critique Compare Contrast Question Map Observe Sequence Synthesize Recite Elaborate Define Apply Pre-write Draft Publish Write Negotiate Discriminate Respond Verbs for Language Objectives 75 Thank you! Adrian Sandoval aisandoval@cesdp.nmhu.edu Phone: 505-243-4442 Center for the Education and Study of Diverse Populations at New Mexico Highlands University