Academic Language Development
Introduction
Academic vocabulary and language are those words and structures that are used most often in the texts students read and in academic writing. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when learners have many opportunities to use the language in meaningful contexts (Goldenberg, 2008). To improve access to the core curriculum, students need to attain proficiency in the understanding and use of academic language. This proficiency is the medium that provides opportunities for learning. The student's knowledge of language determines how he/she understands texts, defines themselves for others, and defines how they see the world” (Stahl 1999). Because academic language is found primarily in written texts, extensive engaged reading is likely to be a crucial component of an effective learning environment (Guthrie, 2003). Opportunities for collaborative learning and talk about text are also extremely important in helping students internalize and more fully comprehend the academic language they find in their reading. Writing for authentic purposes is also crucial because when students write about issues that matter to them, they not only consolidate aspects of the academic language they have been reading, they also express their identities through language and (hopefully) receive feedback from teachers and others that will affirm and further develop their expression of self (Cummins, Brown, & Sayers, 2007). In the rubric below, " Emerging" begins for the family when the child is identified with limited hearing. Typically, “Early” are early elementary years, “Intermediate” is late elementary and middle school, while “Advanced” is completed by the end of high school. The subskills are listed according to a hierarchy of development. Students may have learning gaps that require subskills from earlier stages to be addressed. Some subskills are listed in more than one column indicating the possible need to revisit the skills at more sophisticated levels. Subskills may be adjusted and selected as needed. Not every subskill may need to be addressed. Assessing these subskills may be completed informally or formally. See the PA ECC-DHH Assessment section for suggestions.