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| Subject: minha sugestão final | |
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Author: Fernanda Pires |
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Date Posted: 18:09:04 09/14/10 Tue Meninas, Juntei e revisei as partes... segue a minha sugestão final... Educators must focus on the academic language needed for academic achievement PARAGRAPHS Academic Language is largely found in written texts 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 educators and others that will affirm and further develop their expression of self. Students must be engaged to reading and writing in order to learn how to express their ideas properly with academic language. If students do not work on it extensively, they are not getting access to this variety of language. For English language learners, Academic English is like a third language. Another reason for educators to focus on the academic language is that academic English is considered a third language for English language learners. Even for those who have English as the first language, academic language is a different language. According to Mota-Altman (2006), no one is born with the ability to use academic language; academic language is a new language for everyone. Besides the lexicon that relies more on Graeco-Latin origin words than Anglo-Saxon-based lexicon, this third language is full of unfamiliar words and expressions, grammar structures, verb tenses, and communication strategies. The context is more complex and impersonal as a characteristic of scientific discourse. The use of specific and technical vocabulary with precise meanings that includes specialized terminology, conventional text structures and key concepts are mostly acquired in specific contends. So, academic language needs to be taught at school as a different language, a third language for English learners. Because if experienced English learners, who are able to speak fluently in everyday-life situations, have no guarantee to use well the academic language. 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. REFERENCES: WEBSITES: http://sites.google.com/site/ceiacademicskills/ http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Essay+Writing+Menu http://grammar.ccc.commnet.edu/grammar/index.htm ARTICLES: ZWIERS, Jeff; The Third Language of Academic English CUMMINS, Jim; Putting Language Proficiency in Its Place: Responding to Critiques of the Conversational/Academic Language Distinction COLEMAN, Rhoda and GOLDENBERG, Goldenberg; What does research say about effective practices for English Learners? Part II - Academic Language Proficiency [ Next Thread | Previous Thread | Next Message | Previous Message ] |