UNIT 5 -- Work Group Four

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Subject: UNIT 5

Author:
Fernanda Pires

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Date Posted: 17:32:29 09/10/10 Fri

Meninas,

Sei q � uma decis�o ousada, mas escrevi dois par�grafos e a conclus�o e enviei para an�lise do professor Ricardo.
De qualquer jeito isso n�o vai diminuir a nossa nota, ele s� dar� uma opini�o se estamos no caminho certo.

Sorry desde j�... ;)

Educators must focus on the academic language needed for academic achievement

PARAGRAPHS

Stephen Krashen (1993) has repeatedly emphasized that extensive reading is crucial for academic development since academic language is found primarily in written text. If bilingual students are not reading extensively, they are not getting access to the language of academic success. Opportunities for collaborative learning and talk about text are also relevant in helping students internalize and more fully comprehend the academic language they find in their extensive reading of text.
Writing is also crucial because when bilingual students write about issues that matter to them they not only consolidate aspects of the academic language they have been reading, they also express their identities through language and receive feedback from teachers and others that will affirm and further develop their expression of self.

CONCLUSION

It is clear that academic language or CALP (Cognitive-Academic Language Proficiency) differs from everyday conversational language or BICS (Basic Interpersonal Communication Skills).
And whereas students are exposed to social English in various settings, academic language acquisition is generally limited to the classroom. Many English language learners, even those with well developed social language, struggle to master the complex language of school.
In short, instruction within a strong bilingual program should provide the tools to develop the improvement of academic language inside and outside the classroom.

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