
Academic Language In Second Language Learning
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2 - A Volume in Research In Second Language Learning [Seite 2]
2.1 - Series Editors: JoAnn Hammadou Sullivan, University of Rhode Island [Seite 2]
3 - CONTENTS [Seite 6]
3.1 - Section I: Language in Academic Contents [Seite 6]
3.1.1 - 1. Demystifying and Questioning the Power of Academic Language [Seite 6]
3.1.2 - 2. Developing Academic English With English Language Learners: A Study of Mainstream Classroom Practices [Seite 6]
3.1.3 - 3. Pedagogical Language Knowledge and the Instruction of English Learners [Seite 6]
3.2 - Section II: Academic Language in Language Teaching [Seite 6]
3.2.1 - 4. Exploring Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach [Seite 6]
3.2.2 - 5. Developing Teachers' Critical Language Awareness in Digital Contexts [Seite 6]
3.2.3 - 6. Educators' Conceptions of Academic Literacy and Language [Seite 6]
3.3 - Section III: Academic Language in Subject-Area Content [Seite 7]
3.3.1 - 7. Academic Language in the Social Studies for English Learners [Seite 7]
3.3.2 - 8. Scaffolding Academic Language in Science for English Learners [Seite 7]
3.3.3 - 9. English Language Learning and Learning Academic Language in Mathematics [Seite 7]
3.4 - Research In Second Language Learning [Seite 3]
3.5 - Academic Language in Second Language Learning [Seite 4]
3.5.1 - edited by [Seite 4]
3.5.2 - M. Beatriz Arias [Seite 4]
3.5.3 - University of California [Seite 4]
3.5.4 - and [Seite 4]
3.5.5 - Christian J. Faltis [Seite 4]
3.5.6 - Arizona State University [Seite 4]
3.5.6.1 - Information Age Publishing, Inc. [Seite 4]
3.5.6.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
3.5.6.3 - Foreword [Seite 8]
3.5.6.3.1 - M. Beatriz Arias [Seite 8]
3.6 - section 1 [Seite 14]
3.6.1 - Language in Academic Contents [Seite 14]
3.7 - CHAPTER 1 [Seite 16]
3.7.1 - Demystifying and Questioning the Power of Academic Language [Seite 16]
3.7.1.1 - Christian J. Faltis [Seite 16]
3.7.1.1.1 - Origins of the Distinctions Between Social and Academic Language [Seite 19]
3.7.1.1.2 - Bernstein's Restricted and Elaborated Codes [Seite 20]
3.7.1.1.3 - Cummins' BICS and CALP Distinction [Seite 23]
3.7.1.1.4 - A Current Example of Reification of Academic Language as Cognitively Superior [Seite 25]
3.7.1.1.5 - The Culture of the Standard and Academic Language [Seite 27]
3.7.1.1.6 - Focusing on Language in Academic Contexts [Seite 30]
3.7.1.1.7 - Refocusing on Broader Contexts [Seite 34]
3.7.2 - References [Seite 35]
3.7.2.1 - Figure 1. 1. Bernstein's analysis. [Seite 22]
3.8 - CHAPTER 2 [Seite 40]
3.8.1 - Developing Academic English With English Language Learners [Seite 40]
3.8.1.1 - A Study of Mainstream Classroom Practices [Seite 40]
3.8.1.1.1 - Shanan Fitts and Erica Bowers [Seite 40]
3.8.2 - Defining Academic English Language and Literacy [Seite 41]
3.8.2.1 - Teaching AEL in Elementary Classrooms [Seite 43]
3.8.3 - Methods of Data Collection and Analysis [Seite 46]
3.8.3.1 - Participants and Research Context [Seite 46]
3.8.3.2 - Professional Development [Seite 48]
3.8.3.3 - Classroom Observation Protocol and Exit Survey [Seite 49]
3.8.3.4 - Data Collection and Analysis [Seite 50]
3.8.4 - Findings: Teaching Practices for Developing AEL [Seite 51]
3.8.4.1 - Building Background Knowledge and Schema [Seite 52]
3.8.4.2 - Comprehensible Input [Seite 54]
3.8.4.3 - Explicit Teaching [Seite 55]
3.8.4.4 - Opportunities for Practice [Seite 57]
3.8.5 - Discussion and Conclusions [Seite 59]
3.8.6 - Appendix: Observation Protocol [Seite 64]
3.8.7 - Appendix: (Continued) [Seite 65]
3.8.7.1 - References [Seite 65]
3.8.8 - Table 2.1. Participating Teachers, Preparation, Experience and Numbers of ELLs [Seite 47]
3.8.9 - Table 2.1. Average Ratings for Each Instructional Area Observed [Seite 51]
3.9 - CHAPTER 3 [Seite 70]
3.9.1 - Pedagogical Language Knowledge and the Instruction of English Learners [Seite 70]
3.9.1.1 - Audrey Lucero [Seite 70]
3.9.2 - Academic Language and its Development [Seite 71]
3.9.3 - Instructional Moves that Facilitate Academic Language Development [Seite 73]
3.9.3.1 - Simultaneous Focus on Content and Language [Seite 74]
3.9.3.2 - Linguistic Scaffolding [Seite 74]
3.9.3.3 - Dialogic Interactions [Seite 75]
3.9.3.4 - Movement Along the Context Continuum [Seite 75]
3.9.3.5 - Explicit Instruction of Language [Seite 75]
3.9.4 - Methodology [Seite 76]
3.9.5 - Data Collection and Analysis [Seite 77]
3.9.6 - Findings [Seite 78]
3.9.6.1 - "Go-to" Moves [Seite 79]
3.9.6.2 - Señora Gregor [Seite 79]
3.9.6.3 - Mr. Riley [Seite 81]
3.9.6.4 - Ms. Cortez [Seite 83]
3.9.6.4.1 - Infrequently Used Moves [Seite 86]
3.9.6.5 - Dialogic Interactions [Seite 86]
3.9.6.6 - Explicit Instruction of Language [Seite 87]
3.9.7 - Implications for Pedagogical Language Knowledge [Seite 87]
3.9.8 - Areas for Future Research [Seite 89]
3.9.9 - Notes [Seite 89]
3.9.10 - References [Seite 90]
3.9.11 - Table 3.1. Coded Instructional Moves by Teacher [Seite 79]
3.9.12 - Table 3.2. Percentage of Different Types of Instructional Moves by Teacher [Seite 80]
3.10 - CHAPTER 4 [Seite 98]
3.10.1 - Exploring Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach [Seite 98]
3.10.1.1 - Barbara J. Merino, Al Mendle, Rick Pomeroy, and M. Cecilia Gómez [Seite 98]
3.10.2 - Theoretical Frameworks and Relevant Literature [Seite 99]
3.10.3 - Methods [Seite 102]
3.10.4 - Findings and Discussion [Seite 103]
3.10.5 - Conclusions [Seite 111]
3.10.6 - References [Seite 114]
3.10.7 - section ii [Seite 96]
3.10.7.1 - Academic Language in Language Teaching [Seite 96]
3.10.7.2 - Table 4.1. PACT Performance by Domain and Element With Rationale for Cases* [Seite 104]
3.10.7.3 - Table 5.1. Template for Second Language Learner Inquiry Project Website [Seite 126]
3.11 - CHAPTER 5 [Seite 116]
3.11.1 - Developing Teachers' Critical Language Awareness in Digital Contexts [Seite 116]
3.11.1.1 - Tomás Galguera [Seite 116]
3.11.2 - Teacher Language Awareness and Pedagogical Language Knowledge [Seite 118]
3.11.3 - Technology as New Literacies and Teachers as "Technology Natives" [Seite 120]
3.11.4 - Scaffolding in Electronic Contexts as Pedagogical Language Knowledge [Seite 122]
3.11.5 - Language Awareness Among Preservice Teachers: Two Illustrative Cases [Seite 124]
3.11.5.1 - Enduring Schemas and Conflicting Genres [Seite 125]
3.11.5.2 - Language Production as a Dilemma of Practice [Seite 130]
3.11.6 - Conclusion [Seite 133]
3.11.7 - Notes [Seite 134]
3.11.8 - References [Seite 134]
3.11.9 - Table 5.2. Analytic Rubric for Language Learner Inquiry Web Page [Seite 128]
3.11.10 - Table 5.2. (Continued) [Seite 129]
3.11.11 - Table 6.1. Important Features of Academic Literacy (and Themes) in Participants' Definitions [Seite 149]
3.12 - CHAPTER 6 [Seite 138]
3.12.1 - Educators' Conceptions of Academic Literacy and Language [Seite 138]
3.12.1.1 - Steven Z. Athanases and Juliet Michelsen Wahleithner [Seite 138]
3.12.2 - Framework [Seite 140]
3.12.2.1 - Competing Models of Academic Literacy [Seite 140]
3.12.2.2 - The Need for P-16 Educators' Perspectives and Knowledge in Educational Innovations [Seite 143]
3.12.3 - Method [Seite 143]
3.12.3.1 - Context for the Study: An Academic Literacy Summit [Seite 143]
3.12.3.2 - Participants [Seite 144]
3.12.3.3 - Data Collection [Seite 145]
3.12.3.4 - Data Analysis [Seite 145]
3.12.4 - Results [Seite 146]
3.12.4.1 - Educators' Wide-Ranging Conceptions of Academic Literacy Foci [Seite 146]
3.12.4.2 - Widely Varied Notions of the Functions and Dimensions of Academic Literacy [Seite 147]
3.12.4.3 - Increasing Specialization of Academic Literacy Features in Educators' Conceptions [Seite 148]
3.12.4.4 - Educators' Call for Professional Learning in Academic Literacy Development [Seite 153]
3.12.5 - Discussion and Implications for Teaching and Teacher Development [Seite 154]
3.12.6 - Acknowledgments [Seite 156]
3.12.7 - References [Seite 156]
3.12.7.1 - Figure 6. 1. Educators' conceptions of the features and functions of academic literacy [Seite 147]
3.12.7.2 - Figure 6. 2. The increasing specialization of academic literacy in educators' conceptions. [Seite 150]
3.12.7.3 - Figure 7. 3. Cohesive devices in text 1. [Seite 172]
3.13 - CHAPTER 7 [Seite 162]
3.13.1 - Academic Language in the Social Studies for English Learners [Seite 162]
3.13.1.1 - Luciana C. de Oliveira [Seite 162]
3.13.2 - Content-Specific Language in History and ELs [Seite 164]
3.13.2.1 - More Than Just Vocabulary [Seite 165]
3.13.3 - Potential Challenges of Academic Language in History for ELs [Seite 166]
3.13.3.1 - More Than Real Actors: Abstractions That Occur as Participants [Seite 167]
3.13.3.2 - More Than Single Words: Dense Definitions That Require Explanations [Seite 170]
3.13.3.3 - More Than Naming: Cohesive Devices That Create Links Within the Text [Seite 171]
3.13.3.4 - More Than Connectors: Series of Events and Actions That Construct Causality [Seite 174]
3.13.4 - Linguistically Responsive History Teaching: Developing Linguistic Knowledge about History [Seite 178]
3.13.5 - Conclusion [Seite 179]
3.13.6 - Note [Seite 181]
3.13.7 - References [Seite 181]
3.13.8 - section iii [Seite 160]
3.13.8.1 - Academic Language in Subject-Area Content [Seite 160]
3.13.8.1.1 - Figure 7. 1. Text 1: Passage from America: Pathways to the Present. [Seite 167]
3.13.8.1.2 - Figure 7. 4a. Cohesive devices in text 2. (Figure 7.4 continues on next page) [Seite 173]
3.13.8.1.3 - Figure 7. 2a. Text 2: Passage from Call to Freedom. (Figure 7.2 continues on next page) [Seite 169]
3.13.8.1.4 - Figure 7. 2b. Text 2: Passage from Call to Freedom. (Continued from previous page) [Seite 170]
3.13.8.1.5 - Figure 7. 4b. Cohesive devices in text 2. (Figure 7.4 continued from previous page) [Seite 174]
3.13.8.1.6 - Figure 7. 5a Series of events constructing implicit causal chains in text 2. (Figure 7.5 continues on next page) [Seite 176]
3.13.8.1.7 - Figure 7. 5b. Series of events constructing implicit causal chains in text 2. (Figure 7.5 continued from next page) [Seite 177]
3.14 - CHAPTER 8 [Seite 184]
3.14.1 - Scaffolding Academic Language in Science Education for English Language Learners [Seite 184]
3.14.1.1 - Frank Ramírez-Marín and Douglas B. Clark [Seite 184]
3.14.2 - Introduction [Seite 184]
3.14.3 - Science education and cultural and linguistic diversity in the United States [Seite 186]
3.14.4 - Integration of Science Teaching, Language, and Literacy [Seite 188]
3.14.4.1 - The Instructional Congruence Framework [Seite 188]
3.14.4.2 - The Effective Science Teaching for English Language Learners (ESTELL) Framework [Seite 190]
3.14.4.2.1 - 1. Facilitate learning through joint productive activity among teachers and students (Moll, 1990 [Seite 191]
3.14.4.2.2 - 2. Develop competence in the language and literacy of instruction throughout all instructional activities. [Seite 191]
3.14.4.2.3 - 3. Contextualize teaching and curriculum in the experiences and skills of home and community (pedagogical level, at the curriculum level, at the policy level). [Seite 191]
3.14.4.2.4 - 4. Challenge students toward cognitive complexity wherein teachers elicit and model complex reasoning of science concepts. [Seite 191]
3.14.4.2.5 - 5. Engage students through dialogue, especially instructional conversation, involving teacher initiation of conversation that requires student scientific reasoning and dialogue. [Seite 191]
3.14.4.2.6 - 1. LASERS (language acquisition through science education in rural schools) used inquiry science as a context for the implementation of pedagogy that integrated language and literacy development into cognitively demanding science learning using and i... [Seite 191]
3.14.4.2.7 - 2. The Seeds of Science, Roots of Reading project coordinated the efforts of science educators and literacy educators to create and test an integrated literacy-science curriculum for second and third grade elementary school classrooms (Cervetti, Pear... [Seite 192]
3.14.4.2.8 - 3. The science instruction for all (SIFA) looked into the impact of a multiyear instructional intervention designed and implemented to promote achievement of science and literacy among culturally and linguistically diverse students in the San Francis... [Seite 192]
3.14.4.2.9 - 4. The Imperial Valley Project in Science focused on the effects of instruction that allowed students to conduct science projects as investigations and develop their writing proficiency by keeping a journal to reflect on their science activities (Ama... [Seite 192]
3.14.4.2.10 - 5. The P-SELL project consisted on the implementation of an integrated science and literacy curriculum for third graders in urban elementary schools in Florida. According to Lee, Maerten-Rivera, Penfield, LeRoy, and Secada (2008) the study involved 1... [Seite 192]
3.14.4.2.11 - 1. The integration of science, language, and literacy development. [Seite 193]
3.14.4.2.12 - 2. The engagement of students in the use of scientific discourse. [Seite 193]
3.14.4.2.13 - 3. The development of scientific understanding through complex thinking. [Seite 193]
3.14.4.2.14 - 4. The implementation of collaborative inquiry in science learning. [Seite 193]
3.14.4.2.15 - 5. The contextualization of science learning. [Seite 193]
3.14.4.3 - Summary: General Agreement in Science Education Research on Core Issues for Supporting Diverse Students [Seite 194]
3.14.4.3.1 - 1. There is a need to provide language minority students, including ELLs, with pedagogical approaches that promote ELL's achievement in content areas while simultaneously developing literacy and language proficiency in English (e.g., Lee & Fradd, 1... [Seite 195]
3.14.4.3.2 - 2. Content-area instruction provides a meaningful context for English language and literacy development, while the language processes provide the medium for analysis and communication of subject matter knowledge (e.g., Casteel & Isom, 1994 [Seite 195]
3.14.4.3.3 - 3. Hands-on and inquiry-based science instruction can help students develop scientific understanding and engage in inquiry practices while also supporting academic language and literacy development (e.g., Lee, 2002 [Seite 195]
3.14.4.3.4 - 4. Integrating language and literacy research into contextualized science inquiry instruction has a positive effect for ELL students (e.g., Lee, 2005 [Seite 195]
3.14.5 - Supporting Academic Language: Challenges for Science Teachers [Seite 195]
3.14.6 - Possible Solution: The Systemic Functional Linguistics Approach to Language [Seite 198]
3.14.6.1 - 1. Identification of technical terms and definitions [Seite 200]
3.14.6.2 - 2. Conjunctions with specific roles (e.g., or) [Seite 200]
3.14.6.3 - 3. Everyday questions and words with specialized meanings [Seite 200]
3.14.6.4 - 4. Noun groups presented in a zigzag structure [Seite 200]
3.14.7 - Recommendations and Final Thoughts [Seite 201]
3.14.7.1 - Linguistic Supports for Students [Seite 202]
3.14.7.2 - Supports for Teachers Working With English language Learners [Seite 203]
3.14.7.3 - Final Thoughts [Seite 203]
3.14.8 - References [Seite 204]
3.15 - CHAPTER 9 [Seite 214]
3.15.1 - English Language Learning and Learning Academic Language in Mathematics [Seite 214]
3.15.1.1 - James A. Middleton, Silvia Llamas-Flores, and Paula Patricia Guerra-Lombardi [Seite 214]
3.15.2 - Introduction [Seite 214]
3.15.2.1 - On the Evolution and Purpose of Language [Seite 216]
3.15.2.2 - Mathematics as a Language [Seite 221]
3.15.2.3 - The Mathematics Register [Seite 222]
3.15.2.3.1 - The Relationship Between First Language, Second Language, and Academic Language [Seite 227]
3.15.3 - Conclusions [Seite 231]
3.15.3.1 - Recommendations for Practice [Seite 232]
3.15.4 - Notes [Seite 233]
3.15.5 - References [Seite 234]
3.15.6 - Table 9.1. Words Presenting Difficulties in the Register Of Mathematics [Seite 225]
3.15.7 - Table 9.2. Examples oF Difficult Syntax in Mathematical Language [Seite 227]
3.15.8 - Table 9.3. General Patterns of Development Across AL1 and AL2 and Prior Mathematics Understanding [Seite 230]
3.15.8.1 - Afterword [Seite 238]
3.15.8.1.1 - Karen E. Lillie [Seite 238]
3.15.8.1.1.1 - Defining and Understanding Academic Language [Seite 238]
3.15.8.1.1.2 - Seeing the Bigger Picture [Seite 239]
3.15.8.1.1.3 - Preparing Teachers: Doing, Knowing, and Using AL in the Classroom [Seite 241]
3.15.8.1.1.4 - The Common Core and AL [Seite 242]
3.15.8.1.1.5 - Implications for the Future of AL and Concluding Remarks [Seite 244]
3.15.8.2 - References [Seite 246]
3.15.8.3 - About the contributors [Seite 248]
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