Developing Academic Language: Got Words?

Abstract

Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. The column includes a review of the research and some practical suggestions for teachers.

Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

“…Moreover, a rich vocabulary enhances both academic achievement and communicative skills (Beck, Dockrelle, & Braisby, 2006;Bromley;Flynt & Brozo, 2008;Graves). Vocabulary enrichment is particularly important for at-risk, minority-language, and second-language students who do not always have the words to fully comprehend complex texts and to express their thoughts (August & Shanahan, 2006;Biemiller, 2004;Chall & Jacobs, 2003;Cormier, Pruneau, & Rivard, 2004;Graves;Lee et al, 2008).…”

“…Meaningful vocabulary acquisition in sciences can be supported by (a) creating a language-rich environment for using words in meaningful conversations (Graves, 2006;Harmon et al, 2005;McQuirter-Scott, 2008); (b) explicitly teaching important words (Beck et al, 2006;Carlisle, Fleming, & Gudbrandsen, 2000;Fang, 2006;Spencer & Guillaume, 2006;Tomesen & Aarnoutse, 1998); and (c) explicitly teaching strategies for inferring word meaning (Flynt & Brozo, 2008;Graves;Harmon, 2000). Teaching vocabulary and scientific terminology can involve the use of different strategies; for instance, creating awareness in students as to the importance of words; studying words in depth by linking these with students' prior knowledge; giving examples and counterexamples to explain a word; and constructing a personal dictionary of new words.…”

Using Mentor Texts to Teach Writing in Science and Social Studies

“…This is also an opportunity for teachers and students to examine the use of academic language. Educators note that students need many opportunities to talk about academic language in order to have a deep understanding of the vocabulary central to a particular discipline (Flint & Brozo, 2008 ;Kelley, Lesaux, Kieffer, & Faller, 2010 ).…”

Literacy Trends and Issues: A Look at the Five Pillars and the Cement That Supports Them

“…They also reflected that while it has been absent from center stage for the past 15 years, it has returned to the attention of literacy researchers, due in part to the influence of the NRP report (NICHD, 2000). Other researchers agree that the NRP report spurred interest in the study of vocabulary instruction and assessment (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006;Flynt & Brozo, 2008).…”

“…Many researchers today agree that there is a need to define vocabulary so that it can be appropriately assessed (Blachowicz et al, 2006;Flynt & Brozo, 2008;Pearson et al, 2007). They point to the threetier model of vocabulary established by Beck et al (2002): high-frequency words that do not need to be taught, words used by mature readers and writers, and rare words that are specific to particular content domains.…”