Portrait of the Teacher as an Artist: Use of Academic Language as the Paintbrush

• In Event: Programs for Critical Language Development and Maintenance

Abstract

How an exemplary third grade, dual immersion teacher playfully uses academic language in everyday sociocultural contexts, and the writing process, to engage children from linguistically and culturally diverse cultures in school writing practices is the focus of this qualitative study. Data sources included classroom observations over the academic year, student writing samples, district writing assessment essays and scores, and teacher interviews. The implications of this qualitative study include the importance of the writing process, creating a classroom community of writers in which the children interact authentically with language thereby enhancing the complexities of their academic language, using academic language in ways that are accessible and meaningful to students, and building on the students’ vocabulary.

Authors

• Jeanette Mary Bicais, California State University - East Bay

• Dana L. Grisham, National University

• Susan Elizabeth Crosby, Napa Valley Language Academy