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Academic Language in Content Areas

Concept Map 1 EDCI 559

Dominique Lowery

on 21 November 2012

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Transcript of Academic Language in Content Areas

English Language Arts
Social Studies Linguistic Challenges Development of
Academic Literacy Academic Language
in Standards-based ESL and
Content Instruction Teaching Strategies Academic Tasks Nominalization
textual Technical Vocabulary Evolving Content and
Vocabulary Cause, Agency, Abstraction Math Registrar/ Semiotic system
Mathematics symbolic notation
Oral and written language
Graphs and visual display Semiotic systems
Ideational meaning
Interpersonal meaning
Textual meaning Grammatical patterns
Technical vocabulary
Dense noun phrases
Volume of rectangular prisms with sides 8, 10, 12
Verbs "be" and "have"
(Be- classifies; Have- defines)
Conjunctions and technical meanings
Implicit logical relationships New language patterns Objectified discourse (relationship
between things and processes) Determining Participant
carrier vs. actor Determining Process Type
being vs. doing
active vs passive voice Modality Functional Language Analysis Reading (phonics skills)
and Comprehending New Texts Reading and Analyzing a Variety
of Literature Formats Composing Academic
Essay Answers Analyzing and Using
Grammar Patterns Processing and Testing
Scientific Theories Comprehending and Using
Technical Vocabulary
classifying words
processing words
describing words Communicating with Peers
During Experimentation Expressing Experiments and
OUtcomes through Writing Meaningfully explain interaction
of semiotic systems Students need to participate
orally and in writing Focus on reasoning students
used (meaning, not form) Deciphering history texts with
difficult academic language Creating graphic organizers Group work for discussion and experimentation Analyzing texts for content, processes
and participants Graphic Organizers Highlighting connections within text Teaching/Learning Cycle Whole group modeling Peer interaction Making connections with
other texts and contexts Provide support structures using
guiding questions
Task student is asked to perform
Relevant info presented in the problem
Math concepts
Math representations Making abstractions and
nominalizations explicit (vocabulary instruction) Making agency explicit Creating word lists to help
co-construct history texts
(cooperative learning) Create technical
vocabulary words Use spoken language to link symbolic
and visual representation Explicitly focus on the linguistic feature Have students talk to one another Explicit instruction in articulating
principles to move to higher level knowledge
structures (integrate thinking and talking) Have students verbalize their thinking
(math talk) Participatory-inquiry approach
Moving students from informal to formal discourse
Switching between registers
Procedural (steps to solve the problem)
Conceptual (reasons for choice of calculation)
Regulatory (reasons for choice of calculation)
Contextual (bring in background information) Ask students to write in factual
rather than narrative modes Using language analysis Joint deconstruction
and reconstruction Can be framed within Common Core Standards Do not simplify texts
Full transcript