El Lenguaje Acad�mico como Catalizador de la Equidad en la Educaci�n Escolar

Meneses, Alejandra; Uccelli, Paola; Ruiz, Marcela

doi:10.37514/int-b.2021.1404.2.03

Cited by 2 publications

(1 citation statement)

References 173 publications

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“…In summary, aligned with prior research in documenting the continuous growth in school‐relevant language throughout adolescence (Berman, 2009; Derewianka & Christie, 2008; Schleppegrell, 2004), CALS findings reveal substantial differences in midadolescents’ cross‐disciplinary language resources and show that these differences help to explain individual differences in school‐based reading comprehension and analytical writing for monolingual and multilingual learners. The findings call for language‐conscious education as crucial in achieving equity and high‐quality learning for all (Meneses et al., 2020). A CALS‐informed pedagogical vision entails inviting and empowering students not merely to abide by the conventions of school discourse, but to expand their language repertoires while creatively appropriating traditions of discourse through reflective choices, drawing on their multilingual/multidialectal resources to make sense of texts and to better communicate their own meanings.…”

Section: Research On Midadolescents’ Language For Scientific Learning...mentioning

confidence: 99%

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Uccelli¹

2023

Language Learning

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Which theoretical and empirical insights can inform language‐in‐education research that advances equitable and high‐quality learning at school? In this three‐part article, I first draw from various sources to foreground the urgent need to counteract linguicism and epistemic injustices and to commit to more just and rigorous scientific practices in research and education. Based on findings from my own research, I then argue that more just and rigorous practices need to attend to midadolescents’ individual differences in language learning. In response, I present insights from recent innovative evidence‐based pedagogical frameworks and tools that reveal promising paths forward. I close by calling for research with a dual focus on equity and rigor that supports moving away from “pedagogies of silence,” which silence marginalized students’ voices, damaging their identities and obstructing their learning, towards “pedagogies of voices,” which affirm all learners’ voices while amplifying their language repertoires and their critical learning.

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Section: Research On Midadolescents’ Language For Scientific Learning...mentioning

confidence: 99%

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Uccelli¹

2023

Language Learning

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Core academic language skills as a predictor of academic success in Grade 6 South African learners

MacFarlane

2024

SAJE

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With this article I explore the relationship between core academic language skills (CALS) – a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas – and schooling outcomes. There has long been an understanding that there is a distinction between academic language and colloquial language, originally described by Jim Cummins (1976) as cognitive academic language proficiency (CALP) and basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phillips Galloway, Barr, Meneses & Dobbs, 2015) as the individual skills and competencies that underlie CALP. The CALS construct describes an empirically testable set of competencies that address this need. This has been used in the development of an assessment instrument aimed at South African learners – the CALS-I-ZA (MacFarlane, Barr & Uccelli, 2022) – and I investigate whether a measurable link exists between this assessment and schooling outcomes for a sample of Grade 6 learners in 2 public schools in the Gauteng province of South Africa. Schooling outcomes have been measured using the Gauteng Provincial Common Assessments – a provincial examination intended to measure schooling outcomes on a comparable assessment instrument. The study reported on here shows a moderately strong correlation between the CALS I ZA and the provincial common examinations (r = 0.64 and r = 0.65). This predictive relationship between CALS and schooling outcomes leads to an argument for direct instruction in CALS as an embedded feature of pedagogy in South Africa.

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El Lenguaje Acad�mico como Catalizador de la Equidad en la Educaci�n Escolar

Cited by 2 publications

References 173 publications

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Core academic language skills as a predictor of academic success in Grade 6 South African learners

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