Colorin Colorado
Academic Language Functions. Academic. Language. Function. Student Uses. Language to: Examples. Thinking Map© Graphic. Organizers.
Understanding Academic Language in edTPA: Supporting Learning
Content Area Examples of Language Function?(bolded and underlined within learning objectives). Page 2. Elementary. Literacy. Students will be able to ?compare?
ACADEMIC LANGUAGE FUNCTION
learning to use the language functions such as comparing for example
edTPA Basics
2. LANGUAGE FUNCTIONS. Language Functions are the content and language focus of that when students present their cartoon analysis for example
WIDA Standards Framework FAQ Language Expectations
The example below shows a Language. Expectation for grade 1 Language Arts with Language Functions listed as bullet points. ELD-LA.1.Narrate.Interpretive.
Understanding Academic Language in edTPA: Supporting Learning
Candidates identify a key language function and one essential learning task within This AL handout provides definitions and a few examples of language ...
Definition Examples Language Functions Language Supports
Examples. Language Functions. How. “The content and language focus of the learning task represented by the active verbs within the learning outcomes.”.
2012 Amplification of the English Language Development Standards
examples of cognitive functions. WIDA has adopted the language of Bloom's revised taxonomy (Anderson. & Krathwohl 2001*) to highlight a uniform cognitive
Understanding Academic Language in edTPA: Supporting Learning
Candidates identify a key language function and one essential learning Progressions for Performing Arts for additional examples of language demands.
ACADEMIC LANGUAGE DEMANDS & FUNCTIONS
vocabulary language functions
(PDF) Language Functions - ResearchGate
21 avr 2020 · PDF On Apr 21 2020 Ahmed Aljuboori published Language Functions Find Examples of Some Key Language Functions (Page 1)
[PDF] ACADEMIC LANGUAGE FUNCTION
Student uses language to: Give reasons for an action decision point of view; convince others Examples: Tell why A is important and give evidence in support
[PDF] LANGUAGE FUNCTIONS and FORMS
This section contains language functions and forms that native English speakers acquire mostly before entering Language Functions and Examples of Forms
[PDF] TKT Module 1: Describing language: Functions - Cambridge English
TKT Module 1: Describing language: Functions – Teacher's Notes Description This activity introduces teachers to functions and their exponents
[PDF] Language Functions and Examples of Forms
Language Function Examples of Language Forms Expressing needs and likes Indirect/direct object subject/verb agreement pronouns
19 Language functions English ESL worksheets pdf & doc
A selection of English ESL language functions printables Example language for the Trinity GESE grade 8 language functions and practice questions
[PDF] Functions
Language functions are often described as categories of behaviour; e g requests apologies complaints offers compliments The functional uses of language
[PDF] Academic Language Functions Colorin Colorado
examples draw explain conclude convert describe prepare transform translate restate rewrite prepare give in your own words
[PDF] Language as a Function of Purpose
9 mai 2012 · Example Micro-Functions Language to control Language to persuade Language to inform Language to emote Language to entertain or amuse
[PDF] Language Functions Graphic Organizers and Designated ELD
For example there is specific vocabulary discourse patterns and language forms involved in each of the following language functions: describing expressing an
What is an example of a language function?
Some examples of language functions include describe, explain, discuss, advise, suggest, warn, inform, predict, clarify, apologize, list, compare, contrast, persuade, argue, justify, defend, blame, critique, compliment, recount, retell, narrate, question, request, agree, and disagree.What are the 7 functions of language with examples?
Table of Contents
Function # 1. Expressive and Communicative Functions:Function # 2. Interpretative Functions:Function # 3. Control Function:Function # 4. The Functions of Remembering and Thinking:Function # 5. The Discovery of One's Name:Function # 6. Social Functions of Language:Function # 7. Creative Functions:What are the six examples of language functions?
Peter Newmark classification of the language function into six types, they are; Expressive, Informative, Vocative, Aesthetic, Phatic, and Metalingual.- Language Function?is the purpose for which language is used. The language function is often represented by the active verbs within the learning outcomes.
ACADEMIC LANGUAGE
Prepared by Tracie McLemore Salinas, CAS (modified by RwanySibaja - History Dept.)
A P P A L A C H I A N S T A T E U N I V E R S I T Y edTPA BasicsA C A D E M I C L A N G U A G E
S E S S I O N G O A L S
Define academic language
Consider language
demandsDiscuss language
supports for studentsPreview where
academic language comes into play in edTPA A P P A L A C H I A N S T A T E U N I V E R S I T YWhat is ...
ACADEMIC LANGUAGE?
In his book, Zwiers describes academic language as the "set of words, grammar, and organizational strategies used to describe complex ideas, higher-order thinking processes, and abstract concepts."
- Zwiers, Building Academic Language A P P A L A C H I A N S T A T E U N I V E R S I T Y A C A D E M I C L A N G U A G EAcademic language refers to "word knowledge that makes it possible for students to engage with, produce, and talk about texts that are valued in school" (Flynt & Brozo, 2008, p. 500).
ACADEMIC LANGUAGE
IN TEACHING 9-12 HISTORY/
SOCIAL STUDIES
SUBJECT-SPECIFIC EMPHASIS
* What is the main focus?BIG IDEA(S) * What's the big picture? What larger
lessons can students apply to their daily lives through social studies?DAY-TO-DAY OBJECTIVES
* What learning targets should students aim for?LANGUAGE FUNCTIONS
*What exactly are language functions in history/social studies? A P P A L A C H I A N S T A T E U N I V E R S I T Y A C A D E M I C L A N G U A G EA C A D E M I C L A N G U A G E
WHY DEVELOP
ACADEMIC
LANGUAGE?
Academic language development is making the language of our discipline (History/Social Studies) and our classroom explicit, in order to expand students' mastery over content language and improve their language choices, as they consider the purpose (or function) and audience of their work. (From Merino & Zozakiewicz, SCALE)
A P P A L A C H I A N S T A T E U N I V E R S I T Y A C A D E M I C L A N G U A G E A P P A L A C H I A N S T A T E U N I V E R S I T YPREPARING FOR
LANGUAGE DEMANDS
Every content area is characterized by its own language demands. Teachers must plan to support learning or content through: 1. Vocabulary 2. Language functions 3. Syntax 4. Discourse
A C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
1. VOCABULARY
Vocabulary refers to the words, phrases, symbols, etc. that are used to communicate within or about a discipline.
These include:
• Words or phrases with specific meaning within the subject that may differ from those in everyday life (e.g., power, agency, right) • General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate), and... • Subject specific words defined for use in the disciplines (e.g. scale - when reading maps, constitution, neutrality) A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
Agency
E XAMPLE # 1 (VOCABULARY)
In history, we discuss "agency" to analyze the capacity of individuals to act independently and to make their own free choices. By contrast, structure is those factors of influence (such as social class, religion, gender, ethnicity, ability, customs, etc.) that determine or limit an agent and his or her decisions.
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
Civilization
E XAMPLE #2 (VOCABULARY)
In history - especially World History - students come to understand the basic building blocks of civilization (natural barriers for protection, food, water, transportation / government & laws / social structure / defined roles, etc.). The goal of course is that by studying ancient civilization they can better analyze our own civilization (society) in the U.S., and other modern civilizations around the world
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
1. VOCABULARY
A final word ...
For students who speak a Latin-based language such as Spanish, cognates will help in teaching a number of words. For example, decision in English is decisión in Spanish; civilization is civilización; construct is construir; etc. Use cognates when possible to help ELLs understand history/social studies language demands for vocabulary
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
2. LANGUAGE FUNCTIONS
Language Functions are the content and language focus of learning tasks, usually represented by the action verbs within the learning outcomes. They represent the purposes for which the language is used.
A P P A L A C H I A N S T A T E U N I V E R S I T YIT'S IN THE STANDARDS!
WH.H.2.9 - Evaluate the achievements of ancient civilizations in terms of their enduring cultural impact USH.H.5.1 - Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction CE.C&G.2.4 - Compare the Constitutions and the structures of the United States and North Carolina governments (e.g., the various NC Constitutions, Bill of Rights, Declaration of Rights, Preambles, the organization of, the powers of, responsibilities, etc.).
A C A D E M I C L A N G U A G E A P P A L A C H I A N S T A T E U N I V E R S I T YBecause language functions are the content and language focus of learning tasks, they stem from the NCES objectives. If you are aligning state curriculum to your UEQ, LEQs, and Learning Targets (from your Unit Map and Lesson Plans) ... you have already embedded other action verbs/language demands!
A C A D E M I C L A N G U A G E
EXAMPLE of LANG. FUNCTIONS
AH1.H.4.4
Analyze the cultural conflicts that
impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, Manifest Destiny, slavery, assimilation, nativism)
A P P A L A C H I A N S T A T E U N I V E R S I T YLEARNING TARGET (KNOW) - UNIT MAP
Students will be able to ...
evaluate the various competing interests of people living in Texas before the Mexican-American WarA C A D E M I C L A N G U A G E
In History, students often need to:
Compare & Contrast - explaining or showing
contrasts & similarities Interpret - describe a timeline or sequence; maps; graphs; data tables Evaluate - an author's purpose, message, likely audience Analyze - main ideas, arguments, bias; causes of historical, economic, geographic, and political events Examine - evidence an author/historian uses to support claims Defend - argument(s) with evidence - use of sources Synthesize - summarize or integrate information across sources Evaluate - decisions by historical actors, debates among scholars 2. LANGUAGE FUNCTIONS: HISTORY/SOCIAL STUDIES
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
3. SYNTAX
Syntax refers to how we organize symbols, words, and phrases into structures, such as sentences, graphs, tables, or other structures that are specific to a discipline. Think about the ways we typically present a thesis argument, structure history essays, use graphs- maps-images to support claims, cite sources, etc.
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
3. SYNTAX
The writing of a scientific lab report is not the same as the writing of a persuasive speech or the writing of an essay comparing the Allied and Axis countries' goals and actions during World War II ... right?
Because syntax are the rules of the language (English), you want toshow how you will be emphasizing basic word order. This means that when students present their cartoon analysis, for example, you expect them to orally explain their viewpoint with coherency OR write in complete sentences.
When they create a graph - do they know how to label and organize their data? When they generate a map - do they know how to show longitude, latitude, scale, and provide a legend for symbols (capital city, city, river, mountains, etc.)? A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
4. DISCOURSE
Discourse refers to the organizational structures of our oral and written communication in a discipline. Discourse structures can be at the sentence, paragraph, or symbolic level.
*For example, historical narratives vs. journalistic writing conventions;text supporting maps; analysis of graphic and material culture. If you took an AP course, think back to how you would make a claim (thesis statement), cite sources, explain an author's bias (or POV), etc.
**This is also where you design activities where students explain & analyze primary sources (cartoons, images, speeches, charts, etc.) A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS
4. DISCOURSE
Learning target: "Students will generate a topic sentence that explains the best trade routes for Portuguese exploration of the Indian Ocean." Here, understanding how to detect and construct your own topic sentence helps students recognize text structure (language discourse).
Basic Text Structures
• Description (living conditions of black slaves in the U.S. South vs. Brazil) • Cause and Effect (Treaty of Versailles > Weimar Republic & Rise of Nazism) • Compare/Contrast (Sunni vs. Shi'ia; Spartan vs. Athenian social structures) • Order/Sequence (events leading to the Civil War, Napoleon's march through Russia) • Problem-Solution (the Jewish question after WWII > formation of Israel)
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
LANGUAGE DEMANDS: 4. DISCOURSE
A P P A L A C H I A N S T A T E U N I V E R S I T YAmong other tasks, part of our work as history/social studies educators is to help students learn how to write topic sentences, structure their essays, and, of course, learn how to write a decisive thesis statement. We also teach students how to group primary sources and how to make these groups clear when they organize their writing. Applies to oral assignments as well. Contrasting phrases "On the one hand... Yet, on the other hand/ [X] supported___, while [Y] challenged__
Meta-commentary (interpreting & processing) "To put it another way..." or "In other words..." "What ____________ really means is ____________" Conclusions / Thesis "My argument, then, is that ____________."
ACADEMIC LANGUAGE?
For students to be successful, they must:
• Know what they are being asked to do • Have something to say • Have the words to say it, or • Have the other representational
structures to present it. A P P A L A C H I A N S T A T E U N I V E R S I T Y A C A D E M I C L A N G U A G EWHY FOCUS ON
A C A D E M I C L A N G U A G E
ACADEMIC LANGUAGE IN
edTPAWhen you plan, deliver, and evaluate your teaching, you will analyze your language demands. Select a key language function, a learning task, and additional language demands required for the task. **See Rubrics 4 and 14 in particular. Note that language can be fundamental to other rubric components as well, such as student misunderstandings or errors.
A P P A L A C H I A N S T A T E U N I V E R S I T Y A C A D E M I C L A N G U A G E A P P A L A C H I A N S T A T E U N I V E R S I T YSAMPLE ACADEMIC LANGUAGE PLANNING
World History
WH.H.8.5 - Explain how population growth, urbanization, industrialization, warfare and the global market economy have contributed to changes in the environment (e.g., deforestation, pollution, clear cutting, Ozone depletion, climate change, global warming, industrial emissions and fuel combustion, habitat destruction, etc.).
What would an appropriate learning outcome be to support this standard? • For your learning outcome, consider what the language function is: Explain [change over time; human impact on the environment]. • Consider the vocabulary needed to accomplish the learning function and be successful? (urbanization, warfare, market economy) • Discourse: How will students present their summary? What organizing structures will they use based on the product (essay, oral, chart)? • Are there any English-language syntax rules that students need to properly and effectively use in order to share their summaries?
A C A D E M I C L A N G U A G E
PLANNING FOR
LANGUAGE SUPPORTS
Once you identify language demands, you will want to plan for language supports. These may model language functions for your students, review or support their vocabulary use, provide opportunities to practice or evaluate syntax, or provide structures or templates for discourse.
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
A SAMPLE ACTIVITY
LANGUAGE
VOCABULARY LANGUAGE FUNCTION SYNTAX DISCOURSE
A P P A L A C H I A N S T A T E U N I V E R S I T YA C A D E M I C L A N G U A G E
TIPS FOR WORKING ON ACADEMIC LANGUAGE IN
edTPARead the edTPA rubrics carefully and highlight all instances where language is vital. Identify all language demands as you plan, deliver, and reflect on your lesson. Be attentive to your use of language and supports during your video clips. You can't add those examples in later! Be specific and accurate in your use of language in your commentaries, and be certain that you use correct language and notation in your lesson materials and video clips. Language is always important in teaching. Use edTPA to start developing good habits in its use.
A P P A L A C H I A N S T A T E U N I V E R S I T Yquotesdbs_dbs14.pdfusesText_20[PDF] language intervention definition
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