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| Subject: task 5 | |
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Author: Angelina |
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Date Posted: 12:06:35 09/15/10 Wed Dear, I’m posting two different options: Both of them need to be edited , I haven’t done that. The first is the text that you have already developed and that I have just reviewed . The first paragraph and the conclusion look perfect to me, nothing that needs to be changed in my opinion. I’ve made some changes in the second paragraph though. Please check it. 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 academic language is that academic English is considered a third language for English language learners. Even for those who have English as their 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 on Anglo-Saxon-based ones, 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 include specialized terminology, conventional text structures and key concepts is 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 even experienced English learners, who are able to speak fluently in everyday-life situations, have no guarantee to know how to use the academic language well. 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 Even though I’m very insecure to give an opinion, mainly because I’m sure you read the resources more extensively than I did…(I find this 5th task very, very difficult), there are a few changes that I would make here, but of course it’s up to you all to decide whether or not to make them, it’s just my personal opinion. PLEASE DON’T TRUST MY OPINION, as I’ve written above I find this task very difficult, I’m very, very insecure. But here’s what comes to my mind: 1st- I’d make the 2 paragraphs become 3 2nd= I’d invert their order, because the second paragraph kind of describes what academic English is, in certain way preparing the reader for a better understanding of the text, so I’d make it become the first…even though one of the resources (the 5 paragraph essay) defends that the 1st paragraph should contain the strongest argument….) Jesus, I really need to study academic English!!!! 3rd- I’d cut the following sentence out: “Because if experienced English…”: it doesn’t look or sound good to me there. 4th- I’d bring Mota Altman’s statement after giving those characteristics of academic language, not in between them. But in case you agree you should review and add some more information, mainly in the 3rd paragraph that seems kind of poor to me ; I think it would be good. Here it goes: Educators must focus on the academic language needed for academic achievement PARAGRAPHS For English language learners, Academic English is like a third language. Academic English is like a third language for English Language Learners. It is a different language not only for English language learners, but in some way even for those who have English as their first language. The reason for this is that Academic Language is full of unfamiliar words and expressions, grammar structures and communication strategies; its context is formal and impersonal, as a characteristic of scientific discourse. Also, the lexicon used in Academic English is different from that used in conversational interactions : the first brings many more Graeco-Latin origin words, whose use are not very common in English conversations; while the second relies more on Anglo-Saxon in origin words. According to Mota-Altman (2006), no one is born with the ability to use academic language; academic language is a new language for everyone. 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. Academic Language must be taught at schools Schools are the most important institutions responsible for developing literacy. English learners not exposed to Academic Language, even those who are able to speak fluently have no guarantee to know how to use it successfully. The use of specific and technical vocabulary with precise meanings that include specialized terminology, conventional text structures and key concepts are mostly acquired in specific contents. So, educators must focus on teaching Academic Language at school, in order to make students develop their skills and achieve their goals. 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 ] |
| Subject | Author | Date |
| Re: task 5 | Tatiana Miranda | 12:32:55 09/15/10 Wed |