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ERIC Number: EJ1124534
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1081-3004
Academic Language across Content Areas: Lessons from an Innovative Assessment and from Students' Reflections about Language
Uccelli, Paola; Phillips Galloway, Emily
Journal of Adolescent & Adult Literacy, v60 n4 p395-404 Jan-Feb 2017
Educators are aware of the need to promote students' academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail? Guided by a new framework known as core academic language skills (CALS), the authors' research focuses on delineating core language skills that contribute to reading comprehension to make them more visible to educators and researchers. In this article, findings from two studies are integrated to argue for a mixed-methods approach to advance academic language research and pedagogy. In study 1, the authors assessed upper elementary/middle school students' CALS and quantitatively examined the association between CALS and reading comprehension. In study 2, the authors used qualitative methods to collect and analyze students' oral reflections about academic language. Key findings from these studies and their implications for academic language pedagogy in today's schools are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A