While the term, ‘academic language’, is frequently used in educational settings, it still remains unclear which skills and practices educators should teach to support learners’ literacy attainment and, in turn, academic success. In this interactive session, we will unpack what is meant by ‘academic language’ as well as discuss how this language can be taught in classrooms in ways that center our students’ voices. In particular, we will examine how language-focused talk—or metatalk—which uses students’ own language resources and is embedded in day-to-day instruction can support students’ AL development. In this discussion, we will examine the multiple purposes for teaching AL in the classroom, and reflect on how AL instruction can provide students with language resources for critically examining inequality and envisioning social change. This session will conclude by engaging participants in a reimagining of how AL could be taught in their classrooms, schools and districts.
Resources mentioned in Emily Galloway’s presentation:
- A tool for identifying Core Academic Language Skills (CALS) in text
- Four hallmarks of instruction that builds language skills
- Lesaux, N. K., Galloway, E. P., & Marietta, S. H. (2016). Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools. Guilford Publications.
- Uccelli, P., & Phillips Galloway, E. (2017). Academic Language Across Content Areas: Lessons From an Innovative Assessment and From Students’ Reflections About Language. Journal of Adolescent & Adult Literacy: A Journal from the International Reading Association, 60(4), 395–404. https://doi.org/10.1002/jaal.553
- A Series of Topic Briefs: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/literacy-briefs-walkthrough.pdf
Resources mentioned in the webinar chat: