Yet the use of academic language is more important than ever in preparing students for academic and professional success, particularly in the era of rigorous college- and career-ready standards (such as the Common Core State Standards) that require an increased use of academic language in and across all disciplines. schools for much or all of their education but have not yet mastered the language of school.Īt the same time, many educators have never learned how to teach academic language since language has traditionally been considered the domain of English as a Second Language (ESL) or English language arts teachers. These students include long-term ELLs, students who have attended U.S. Many students, including English language learners (ELLs), have difficulty mastering the kinds of academic language needed to succeed in school, especially if they have never been explicitly taught how to use it. Perhaps you or your colleagues have taught a student, who, like Carlos, gave every sign of being fully "fluent" in English, only to find that the student struggled on more academic kinds of assignments. She had assumed he was fluent in English, but now she is beginning to wonder about her initial assumption. She knows that Carlos also speaks Spanish. Wilson, is surprised to see how many gaps there are in his writing after reviewing his first lab report since he clearly understood the lab activity in class and explained the directions verbally to his peers. When it comes to writing lab reports, however, he struggles. He participates in class discussions and listens carefully to instructions. He is very social and can talk his way into (or out of) anything. Carlos is a bright, engaging student in Mrs.
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