Academic Language Close Reading Notes copy
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School
Utah Valley University *
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Course
4136
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by meghans0410
Close Reading Notes
Use close reading notes for class discussions and assignments. Type information under the headings. Highlight texts in different colors
(if there is more than one text assigned). In order to receive full credit, each section should have notes/content.
See the point distribution below. Depending on the number of texts you should have 1 ½ to 3 pages
when complete. (1 pts) Article title/author/publication source (if available) or textbook chapter(s):
A Primer on Academic Language for Art Teachers (pp. 1-3)
Understanding Academic Language in edTPA: Supporting Learning and Language Development
Academic Language Functions Toolkit
(1 pts.) 1-3 Guiding questions (questions based on the textual features-title, section headings, bolded terms, charts/graphs/graphics, etc.):
What is academic language?
What are the three primary areas of academic language emphasized in the edTPA assessment?
How can teachers support students in developing and using academic language effectively?
How can educators integrate Academic Language into Instruction?
Why is Academic Language Essential for Student Success?
How can I adapt curriculum and assessment to build on cultural and linguistic strengths?
How can I get students to think together and co-construct meaning than just memorizing?
(3 pts.) Bullet point summary of major topics:
Academic Language represents the language of discipline that students need to learn and use to participate meaningfully in content areas. It is used in both writing and speaking but is different from social conversations. It is more also more formal in tone and is a register of English used for specific purposes.
The five primary language registers are casual, intimate, consultative, and formal or fixed. The three primary areas of academic Language are language demands (vocab plus discourse or syntax) and a language function.
Language Demands include vocabulary, discourse, and syntax. Teachers must consider these demands when planning support for student learning of content.
Language Functions are active verbs within learning outcomes that represent content and language focus of a task. Students use academic language to demonstrate understanding through reading, writing, listening, and speaking.
Building rich academic vocabulary is essential and some strategies for vocabulary development include word walls, context clues, and word families.
Correct grammar and sentence structure enhance communication and explicit teaching of grammar rules helps students to use language more effectively.
Academic writing follows specific patterns such as compare-contrast and cause-effect. Teaching these patterns improves the ability to express complex ideas.
Effective reading involves understanding text structures and making inferences and teaching comprehension strategies helps support comprehension skills.
Academic writing skills usually includes essays, research papers, and reports and should focus on organization, coherence, and evidence-
based arguments.
Academic English involves words used everyday, general academic vocabulary, and specialized terms specific to a subject area.
Teaching English from perspectives of language functions helps identify language demands of a certain academic task as well as content concepts and increasing competency obligates the individual to use complex sentence structures.
Mastery of language and syntactic features helps to enable students to
actively participate in discussions and express ideas effectively.
Vocabulary Includes both everyday words and subject-specific terms and grammar and Discourse follows academic text structures and exhibits grammatical complexity.
Students must apply general knowledge of words differently across subject areas and understanding concepts within specific subjects is essential.
(3 pts.) Connections to other readings/ideas:
Academic language helps serves as a bridge between content knowledge and effective communication. Students should use it to demonstrate understanding across reading, writing, listening, and speaking activities and nderstanding language demands and functions helps educators scaffold learning experiences for their students. These are all connected aspects of language and communication that help contribute to students’ success across different content areas. By addressing vocabulary, grammar, writing patterns, reading strategies, and academic writing skills, educators empower students to engage effectively in academic tasks. Academic language proficiency involves a balance of vocabulary, grammar, discourse, and conceptual understanding. We should teach language functions, addressing language demands, and emphasizing complex expression, to help students to succeed.
(2 pts) Ideas/practical solutions you would like to remember and/or implement: I would like to use academic language as a bridge because it connects content knowledge with effective communication and students can showcase understanding through different aspects. I
also want to remember the interconnected aspects of language and communication. Balancing everyday words with general academic terms and subject-specific vocabulary can be very
beneficial. Reading strategies such as understanding text structures and making inferences to support comprehension can also help my students to be successful. Questions based on reading: no further questions based on reading.
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