Academic Language in Diverse Classrooms: Definitions and Contexts
- Margo Gottlieb
- Gisela Ernst-Slavit - Washington State University, Vancouver, USA
Foreword by Jeff Zwiers
Bilingual/EAL Learners | Differentiation | English/Language Arts (Middle/High School)
"This book brings language learning in the classroom alive! While there is plenty of theory and research to ground the practices the authors describe, this is not a dry book about language learning. Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students’ development of academic language, while at the same time discussing why the practice is effective. For those who are interested in learning more about academic language and how to help students develop it, this book is a must read."
"This detailed and richly exampled book provides a comprehensive framework for both pre-service and practicing teachers to dig deeply into the nature and development of the language skills necessary for academic success. It emphasizes the need to move beyond a narrow conception of academic language as vocabulary words to an exploration of the nature of instructional and assessment practices that develop language and thinking at the conceptual and discourse levels. The classroom-based examples from across the curriculum, including the arts and physical education, illuminate the nature of the language demands unique to and common across each discipline. I highly recommend this book as a vital tool to guide curriculum planning and renewal at every level."
"Academic Language weaves content and language teaching as a focus for designing viable units of learning throughout the school year. By providing students with linguistic tools to understand and use academic content, it enhances their opportunities to meet the rigor of the Common Core State Standards and the Next Generation Science Standards. The authors offer explicit examples of how to build students’ language development using a framework with clear learning targets that lead to effective teaching practices."
"This book provides a promising vision on how to teach academic language to diverse learners including English Language Learners (ELLs). The authors present a comprehensive framework that combines learning content and language in ways that engage students to learn key ideas and concepts, link concrete knowledge and abstract knowledge, and promote critical thinking. The specific steps on how to create differentiate language objectives for ELLs at different levels of English language proficiency is particularly helpful. I highly recommend this book for general education and English as-a-second language teachers who work as a team to provide effective instruction for diverse learners."