Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-28T12:03:47.609Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Academic Language in L2 Secondary Settings

Published online by Cambridge University Press:  02 September 2011

Mary J. Schleppegrell  and
Catherine L. O'Hallaron
Get access Rights & Permissions [Opens in a new window]

Abstract

Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.

Type
SECTION A: SECOND LANGUAGE INSTRUCTION IN DIFFERENT SETTINGS
Information
Annual Review of Applied Linguistics , Volume 31 , March 2011 , pp. 3 - 18
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANNOTATED BIBLIOGRAPHY

Johns, A. M., & Snow, M. A. (2006). Editorial: Introduction to special issue: Academic English in secondary schools. Journal of English for Academic Purposes, 5, 251–253.CrossRefGoogle Scholar
Fagella-Luby, M., Ware, S., & Capozzoli, A. (2009). Adolescent literacy—Reviewing adolescent literacy reports: Key components and critical questions. Journal of Literacy Research, 41, 453–475.CrossRefGoogle Scholar
Hammond, J. (2008). Challenging pedagogies: Engaging ESL students in intellectual quality. Australian Journal of Language and Literacy, 31, 101–105.CrossRefGoogle Scholar

REFERENCES

Achugar, M., Schleppegrell, M. J., & Oteíza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching Practice and Critique, 6, 8–24.Google Scholar
Aguirre-Muñoz, Z., Park, J.-E., Amabisca, A., & Boscardin, C. K. (2008). Developing teacher capacity for serving ELLs' writing instructional needs: A case for SFL. Bilingual Research Journal, 31, 295–322.CrossRefGoogle Scholar
Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic language: Implications for K–12 English language learners. Arlington, VA: George Washington University Center for Equity and Excellence in Education.Google Scholar
Arkoudis, S. (2006). Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education & Bilingualism, 9, 415–433.CrossRefGoogle Scholar
Bruna, K. R., Vann, R., & Escudero, M. P. (2007). What's language got to do with it? A case study of academic language instruction in a high school “English Learner Science” class. Journal of English for Academic Purposes, 6, 36–54.CrossRefGoogle Scholar
Bunch, G. (2006). “Academic English” in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes, 5, 284–301.CrossRefGoogle Scholar
Bunch, G. (2009). “Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event. Linguistics and Education, 20, 81–108.CrossRefGoogle Scholar
Callahan, R. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42, 305–328.CrossRefGoogle Scholar
Christie, F., & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. London, UK: Continuum.Google Scholar
Coulter, C., & Smith, M. L. (2006). English language learners in a comprehensive high school. Bilingual Research Journal, 30, 309–335.CrossRefGoogle Scholar
Cumming, A. (2008). Research for and within literacy instruction in secondary schools. Curriculum Inquiry, 38, 401–416.Google Scholar
Cummins, J., & Man, E. Y.-F. (2007). Academic language: What is it and how do we acquire it? In Cummins, J. & Davison, C. (Eds.), International handbook of English language teaching (vol. 2, pp. 797–810). New York, NY: Springer.CrossRefGoogle Scholar
Dalton-Puffer, C. (2011). Content and language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, this volume.CrossRefGoogle Scholar
de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32, 101–124.Google Scholar
Duff, P. A. (2005). ESL in secondary schools: Programs, problematics, and possibilities. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 45–63). Mahwah, NJ: Erlbaum.Google Scholar
Echevarria, J., Vogt, M. E., & Short, D. J. (2000). Making content comprehensible for English language learners: The SIOP model. Newton, MA: Allyn & Bacon.Google Scholar
Echevarria, J., Vogt, M. E., & Short, D. J. (2007). Sheltered Instruction Observation Protocol (SIOP) (3rd ed.). Boston, MA: Pearson Education.Google Scholar
Echevarria, J., Short, D. J., & Powers, K. (2006). School reform and standards-based education: A model for English language learners. Journal of Educational Research, 99, 195–210.CrossRefGoogle Scholar
Fagella-Luby, M., Ware, S., & Capozzoli, A. (2009). Adolescent literacy—Reviewing adolescent literacy reports: Key components and critical questions. Journal of Literacy Research, 41, 453–475.CrossRefGoogle Scholar
Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas: A language-based pedagogy. Ann Arbor: University of Michigan Press.Google Scholar
Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53, 587–597.CrossRefGoogle Scholar
Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for serving adolescent newcomers. Houston, TX: Center on Instruction, University of Houston.Google Scholar
Gibbons, P. (2006a). Bridging discourses in the ESL classroom: Students, teachers, and researchers. London, UK: Continuum.Google Scholar
Gibbons, P. (2006b). Steps for planning and integrated program for ESL learners in mainstream classes. In McKay, P. (Ed.), Planning and teaching creatively within a required curriculum for school-age learners (pp. 215–233). Alexandria, VA: TESOL.Google Scholar
Gibbons, P. (2007). Mediating academic language learning through classroom discourse. In Cummins, J. & Davidson, C. (Eds.), International handbook of English language teaching (pp. 701–718). New York, NY: Springer.CrossRefGoogle Scholar
Goldenberg, C., & Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin.CrossRefGoogle Scholar
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3rd ed.). London, UK: Arnold.Google Scholar
Hammond, J. (2006). High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes, 5, 269–283.Google Scholar
Hammond, J. (2008). Challenging pedagogies: Engaging ESL students in intellectual quality. Australian Journal of Language and Literacy, 31, 101–105.CrossRefGoogle Scholar
Haneda, M. (2008). Contexts for learning: English language learners in a US middle school. International Journal of Bilingual Education & Bilingualism, 11, 57–74.CrossRefGoogle Scholar
Harklau, L. (2007). The adolescent English language learner: Identities lost and found. In Cummins, J. & Davison, C. (Eds.), International handbook of English language teaching (vol. 2, pp. 639–653). New York, NY: Springer.Google Scholar
Jiménez, R. T., & Teague, B. L. (2009). Language, literacy, and content: Adolescent English language learners. In Morrow, L. M., Rueda, R., Lapp, D., & Gordon, E. W., (Eds.), Handbook of research on literacy and diversity (pp. 114–134). New York, NY: Guilford Press.Google Scholar
Johns, A. M., & Snow, M. A. (2006). Editorial: Introduction to special issue: Academic English in secondary schools. Journal of English for Academic Purposes, 5, 251–253.CrossRefGoogle Scholar
Kramer-Dahl, A., Teo, P., & Chia, A. (2007). Supporting knowledge construction and literate talk in secondary social studies. Linguistics and Education, 18, 167–199.CrossRefGoogle Scholar
Lindholm-Leary, K., & Borsato, G. (2006). Academic achievement. In Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (Eds.), Educating English language learners: A synthesis of research evidence (pp. 176–222). New York, NY: Cambridge University Press.Google Scholar
Lucas, T., & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English learners. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 606–636). New York, NY: Routledge.Google Scholar
Maxwell-Jolly, J., Gándara, P., & Méndez Benavídez, L. (2007). Promoting academic literacy among secondary English language learners: A synthesis of research and practice. Davis: University of California, Linguistic Minority Research Institute.Google Scholar
Meltzer, J., & Hamann, E. T. (2005). Meeting the literacy development needs of adolescent English language learners through content area learning, part two: Focus on classroom teaching and learning strategies. Providence, RI: Northeast and Islands Regional Educational Laboratory (LAB) at Brown University.Google Scholar
Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley.Google Scholar
Mohan, B. A., & Slater, T. (2006). Examining the theory/practice relation in high school science register: A functional linguistic perspective. Journal of English for Academic Purposes, 5, 302–316.CrossRefGoogle Scholar
Moje, E. B., & Speyer, J. (2008). The reality of challenging texts in high school science and social studies: How teachers can mediate comprehension. In Hinchman, K. A. & Sheridan-Thomas, H. K. (Eds.), Best practices in adolescent literacy instruction (pp. 185–211). New York, NY: Guilford Press.Google Scholar
Paesani, K. (2011). Research in language-literature instruction: Meeting the call for change? Annual Review of Applied Linguistics, 31, this volume.Google Scholar
Reeves, J. (2006). Secondary teacher attitudes toward including English-language learners in mainstream classrooms. Journal of Educational Research, 99, 131–142.CrossRefGoogle Scholar
Roessingh, H. (2004). Effective high-school ESL programs: A synthesis and meta-analysis. Canadian Modern Language Review, 60, 611–636.CrossRefGoogle Scholar
Schleppegrell, M. (2004). The language of schooling. Mahwah, NJ: Erlbaum.Google Scholar
Schleppegrell, M. J. (2011). Supporting disciplinary learning through language analysis: Developing historical literacy. In Christie, F. & Maton, K. (Eds.), Disciplinarity: Functional linguistic and sociological perspectives. London, UK: Continuum.Google Scholar
Schleppegrell, M., & de Oliveira, L. C. (2006). An integrated language and content approach for history teachers. Journal of English for Academic Purposes, 5, 254–268.CrossRefGoogle Scholar
Schleppegrell, M. J., Greer, S., & Taylor, S. (2008). Literacy in history: Language and meaning. Australian Journal of Language and Literacy, 31, 174–187.Google Scholar
Shin, S. (2009). Negotiating grammatical choices: Academic language learning by secondary ESL students. System, 37, 391–402.CrossRefGoogle Scholar
Short, D. J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.Google Scholar
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In Olson, D. R. & Torrance, N. (Eds.), The Cambridge handbook of literacy (pp. 112–133). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Spycher, P. (2007). Academic writing of adolescent English learners: Learning to use “although.” Journal of Second Language Writing, 16, 238–254.Google Scholar
Stoller, F. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261–283.CrossRefGoogle Scholar
Téllez, K., & Waxman, H. C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English learners. In Norris, J. M. & Ortega, L. (Eds.), Synthesizing research on language learning and teaching (pp. 245–277). Amsterdam, The Netherlands: John Benjamins.CrossRefGoogle Scholar
Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing: An Interdisciplinary Journal, 22, 993–1019.CrossRefGoogle Scholar
Unsworth, L. (Ed.). (2000). Researching language in schools and communities: Functional linguistic perspectives. London, UK: Cassell.Google Scholar
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9, 159–180.Google Scholar
Zwiers, J. (2006). Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes, 5, 317–332.Google Scholar
Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal of Applied Linguistics, 17, 93–116.CrossRefGoogle Scholar