Academic Language in Theory, Policy, and Practice

• In Event: From No Child Left Behind to Common Core: How Do New Standards Affect Practices and Policies for English Learners?

Abstract

Purpose
This paper reviews the definitions of academic language (AL) as they are presented in the scholarly literature and contrasts these with teachers’ perspectives and teachers’ instructional practices to encourage students’ use of AL.
Perspectives
The discourse on AL has been appropriated in mainstream educational policy through the Common Core Standards. Among other shifts, these national standards draw attention to the specialized use of language within specific content areas. For English language learners (ELLs), the term has a long history and has been identified as an important variable for school success (Anstrom et al., 2010; Cummins, 2001; Walqui and van Lier, 2010). Much conceptualization of AL has involved an analysis and generalization of linguistic features drawn from textbooks and standardized tests (e.g., Bailey, 2007; Bailey et al., 2004). Some have argued for considering AL from a sociocultural perspective, considering how AL is constructed by teachers and students (Aukerman, 2007; Bunch, 2006). The latter analysis may arrive at different insights regarding AL. This paper uses classroom observation data and teacher interview data to take a critical look at AL. The main focus of this study is how teachers construct AL and the extent to which students use AL as defined or presented by their teachers. These conceptualizations are contrasted with the definitions found in the research literature.
Data Sources
The study draws from observational and interview data with two second grade teachers in a dual language program. Two rounds of observations of five consecutive lessons in language arts (English) and science (Spanish) were conducted, totaling 20 hours of observations. The lessons included center activities teachers designed to elicit students’ AL as well as whole group instruction where teachers modeled specific language structures. Two interviews were conducted with each teacher, reflecting on AL.
Results
The teachers’ conceptualizations of AL were both similar to and differed from the definitions generated through the literature review. They shared an emphasis on vocabulary as a key element of AL and differed in their cognitive and content focus rather than linguistic or functional focus. When analyzing the centers in English, the analysis showed that the use of the language structures by students was triggered by the writing component of the center. Vocabulary use was limited to a labeling function. In Spanish, the centers generated little use of the structures modeled by the teacher. However, the AL structures emerged particularly during whole group instruction and students’ formal presentations of their learning.
Significance
The findings from this study raise questions about the social nature of AL. It also suggests that the definition of AL varies from teacher to teacher partially in response to students’ language proficiency levels. This definition, in turn, may affect their instructional choices and where the use of AL emerges and the conditions under which students will use AL. The study provides an important alternative perspective that can help inform policy and professional development regarding AL within the Common Core.

Authors

• Ester J. de Jong, University of Florida

• Katherine Barko-Alva, University of Florida