For specific instructional strategies on increasing the use of academic language in your classroom, see these ideas from ELL expert Kristina Robertson, as well as the resources at the end of the article, and check in with your ESL/bilingual colleagues for additional suggestions! The article will also share recommended resources for further review.
Many ESL and bilingual colleagues have extensive experience in identifying students' academic language needs and collaborating with colleagues and will be more than happy to do so if asked! In this article
#BRAVE DEFINITION FOR ESL HOW TO#
You do not need an in-depth background in linguistics or ESL methods to do so rather, you need some guidance and practice in learning how to recognize the role academic language plays in your subject area and classroom, as well as support from colleagues who can guide you in your efforts. It may seem daunting at first, but you have an important role to play in supporting your students' academic language development.
#BRAVE DEFINITION FOR ESL PROFESSIONAL#
Yet the use of academic language is more important than ever in preparing students for academic and professional success, particularly in the era of rigorous college- and career-ready standards (such as the Common Core State Standards) that require an increased use of academic language in and across all disciplines. schools for much or all of their education but have not yet mastered the language of school.Īt the same time, many educators have never learned how to teach academic language since language has traditionally been considered the domain of English as a Second Language (ESL) or English language arts teachers. These students include long-term ELLs, students who have attended U.S. Many students, including English language learners (ELLs), have difficulty mastering the kinds of academic language needed to succeed in school, especially if they have never been explicitly taught how to use it. Perhaps you or your colleagues have taught a student, who, like Carlos, gave every sign of being fully "fluent" in English, only to find that the student struggled on more academic kinds of assignments. She had assumed he was fluent in English, but now she is beginning to wonder about her initial assumption.
She knows that Carlos also speaks Spanish. Wilson, is surprised to see how many gaps there are in his writing after reviewing his first lab report since he clearly understood the lab activity in class and explained the directions verbally to his peers. When it comes to writing lab reports, however, he struggles. He participates in class discussions and listens carefully to instructions. He is very social and can talk his way into (or out of) anything. Carlos is a bright, engaging student in Mrs.
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