Academic Language
What is language?
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This is a question we asked the TC’s to
contemplate on the first day of 270H
Language, Culture and Learning.
In a small group of 2-3, brainstorm what
you think “language” is.
Underlying assumptions about
language…
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Group repsonse…
TC’s responses…
Webster’s definition: words, their
pronunciation and the methods used to
combine them and be understood by a
community
We asked TC’s to consider these
questions in terms of "language”
Why?
How?
When/
Where/
Who?
These are the things we talked
about this summer….
Why?
Purposes
How?
Grammar
Pronunciation
Communicative
Competence
When/
Where/
Who?
This is what we are talking about
now…
Why?
Purposes
How?
Grammar
Forms
Pronunciation
Communicative Fluency
Competence
When/
Where/
Who?
Functions
So… What is Academic
Language????
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Given what you now know about what
the TC’s know about language,
In your same small group of 2-3,
brainstorm what you think “ academic
language” is and how it might differ from
“social language.”
Functions, Forms & Fluency
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Dutro & Moran (2003) introduce the notions
of functions (tasks), forms (tools) and fluency
(derived from opportunities to practice).
Developing Academic Language:
Functions, Forms & Fluency
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Functions (Dutro & Moran, pp. 232-233)
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The tasks or purposes AND uses of language.
We use language to accomplish something in formal or
informal settings, for social or academic purposes.
Social purposes include: exchanging greetings, expressing
needs, making jokes, exchanging greetings, indicating
agreement or disagreement, participating in personal
conversations, etc.
Academic Language Functions
Dutro & Moran
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Navigating written text
Asking/answering informational questions
Asking/answering clarifying questions
Relating information
Comparing and contrasting
Explaining cause and effect
Justifying and persuading
Drawing conclusions
Summarizing
Evaluating
Conducting research
Cognitive Academic Language
Learning Approach
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Chamot & O’Malley (1994) suggest that
academic language instruction and opportunities
for practice should be integrated with academic
content instruction.
They also introduce the notion of academic
language functions, “the tasks language users
must be able to perform in the different content
areas” (p. 40).
Academic Language Functions
Chamot and O’Malley
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Seek Information - use who, what, when, where, how
Inform - recount information or retell
Compare - explain graphic organizer showing contrast
Order - describe timeline, continuum or cycle
Classify - describe organizing principles
Analyze - describe features or main idea
Infer - generate hypotheses to suggest cause/outcomes
Justify & Persuade - give evidence why “A” is important
Solve Problems - describe problem-solving procedures
Synthesize - summarize information cohesively
Evaluate - identify criteria, explain priorities, etc.
Function: Comparing/Contrasting
Dutro & Moran, p. 237 (Figure 10.6)
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Beg:
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EI:
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Int:
EA:
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Adv:
big ocean
small lake
An ocean is big.
A lake is small.
An ocean is larger than a lake.
An ocean is enormous compared
with a lake.
An ocean is vast. Even the largest
lake is small by comparison.
Forms
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Grammatical features and word usage.
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The tools necessary for discourse, for
reading and writing, for using complex
language and for engaging in cognitive
processes.
Structures/Forms
Syntax
Phonology
Structures
Morphology
Semantics
Language UniversalsStructures
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the sound system, called phonology
the rules of word formation, called
morphology
the system of meanings, called semantics
and the rules of sentence formation, called
syntax.”
Forms include:
Dutro & Moran, p. 237
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Parts of speech
Verb tenses
Subject/verb agreement
Use of pronouns
Conjunctions
Sentence structure & syntax
Brick and mortar words/phrases
Brick and Mortar
Dutro & Moran, p. 239
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“Brick” words are the vocabulary
specific to the content and the concepts
being taught.
They include such words as:
government, democracy, line, tone,
mitosis, anaphase, metaphor, theme.
subjunctive, variable, algorithm, etc.
Brick and Mortar
Dutro & Moran, p. 239
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“Mortar” words and phrases are the
basic and general utility vocabulary
required for constructing sentences.
They are words that determine
relationships between and among
words. They are words that hold our
language together and are essential to
comprehension. (Dutro & Moran, p. 239)
Mortar Words & Phrases
- Dutro & Moran, pages 239-240
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Connecting words: because, then, but, sometimes,
before, therefore, however and whereas
Prepositions and prepositional phrases: on, in,
under, behind, next to, in front of, between, among
and in the background
Basic regular and irregular verbs: leave, live, eat,
use, saw, and went
Pronouns: she, he, his, their, it, each other, and
themselves
Academic vocabulary: notice, think, analyze, plan,
compare, proof, and characteristics
Brick and Mortar
Compare/Contrast
Marine mammals
Born alive
Lungs
Warm blooded
Produce milk
Ocean fish
Excellent
Swimmers
Vertebrates
Live in
groups
Born from eggs
Gills
Cold blooded
Do not produce milk
Mortar Words
Compare/Contrast
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Sentence Frame:
________ have __________,
whereas________ have _____________.
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Marine mammals have lungs, whereas ocean
fish have gills.
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Providing the mortar words will enable
students to use language to compare and
contrast.
Fluency (Dutro & Moran, p. 242)
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The facility with which a speaker, reader and writer
uses language.
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Developed through focused and deliberate
engagement with a range of uses of language (both
oral and written), and many opportunities to practice
the newly learned forms in different contexts.
Ways of Being Fluent
Variation
Styles/
Register
Context
Purpose
Application Activity
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You are going to further explore functions and
forms.
With a partner, determine whether each item on
the list is a language function or a grammatical
form. Note this in the second column.
Match each function to the grammatical form
needed to express it and record this in the third
column.
Finally, with another pair, generate ideas for how
you might address each of the function/form
pairs. In other words, how might you teach this?
General Principles
Dutro & Moran, pages 242-243
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Build on students’ prior knowledge
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Language and content knowledge
Create meaningful contexts
Provide comprehensible input and model forms
Provide opportunities for application & practice
Establish positive environment with clear goals and constructive
feedback
Reflect on the forms of language and the process of learning