Academic language has grown in interest in recent years but more research is needed to determine if explicitly teaching it improves outcomes for English language learners (ELLs). However, studies show teaching academic language has a positive impact by helping ELLs distinguish formal, school language from informal language. Scholars believe instruction in academic English from an early age across subjects can boost ELLs' ability to understand core curriculum. Teaching students the importance of academic language and how it can help with English proficiency may also motivate them to engage more in rigorous academic activities. However, educators sometimes struggle with fully understanding academic language themselves and what aspects need to be taught to support students. Providing professional development can help teachers identify and discuss key English
Academic language has grown in interest in recent years but more research is needed to determine if explicitly teaching it improves outcomes for English language learners (ELLs). However, studies show teaching academic language has a positive impact by helping ELLs distinguish formal, school language from informal language. Scholars believe instruction in academic English from an early age across subjects can boost ELLs' ability to understand core curriculum. Teaching students the importance of academic language and how it can help with English proficiency may also motivate them to engage more in rigorous academic activities. However, educators sometimes struggle with fully understanding academic language themselves and what aspects need to be taught to support students. Providing professional development can help teachers identify and discuss key English
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academic language and ells by- u s department of education
Academic language has grown in interest in recent years but more research is needed to determine if explicitly teaching it improves outcomes for English language learners (ELLs). However, studies show teaching academic language has a positive impact by helping ELLs distinguish formal, school language from informal language. Scholars believe instruction in academic English from an early age across subjects can boost ELLs' ability to understand core curriculum. Teaching students the importance of academic language and how it can help with English proficiency may also motivate them to engage more in rigorous academic activities. However, educators sometimes struggle with fully understanding academic language themselves and what aspects need to be taught to support students. Providing professional development can help teachers identify and discuss key English
Academic language has grown in interest in recent years but more research is needed to determine if explicitly teaching it improves outcomes for English language learners (ELLs). However, studies show teaching academic language has a positive impact by helping ELLs distinguish formal, school language from informal language. Scholars believe instruction in academic English from an early age across subjects can boost ELLs' ability to understand core curriculum. Teaching students the importance of academic language and how it can help with English proficiency may also motivate them to engage more in rigorous academic activities. However, educators sometimes struggle with fully understanding academic language themselves and what aspects need to be taught to support students. Providing professional development can help teachers identify and discuss key English
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Academic Language and ELLs by: U.S.
Department of Education
The area of academic language has grown in interest over the
course of recent years, but there is not enough research thus far to clearly state that teaching academic language will result in better outcomes for ELLs. However, the strong findings have been that the impact the academic language has on ELLs is positively effective and allows students to distinguish school appropriate language versus informal language. As stated in the article, Academic English is the language of the classroom, of academic disciplines of texts and literature, and of extended, reasoned discoursemost scholars believe that instruction in academic English-done early, consistently, and simultaneously across content areas-can make a difference in English learners ability to understand the core curriculum. Teaching students, starting at a young age, the importance of the academic language and how it can assist in the mastering and comfort in using the English language will also motivate students to participate in rigorous activities that will enhance their scholarly experiences. At times, the difficulties in teaching academic language is the educators struggles to fully understand academic language and what aspects are required to be taught to support the students firm application and understanding of the language. Unfortunately, there
are not a various amount of resources for teachers to utilize when
educating their students on academic language. This can also serve as a deficit for the instructional processes that are planned for the classroom. To ensure the success of the children, providing professional development opportunities will assist in identifying and discussing the key features and principles of the English language that are to be addressed and taught in the classroom. Before teaching ELLs reading, it is important that they are instructed the age-appropriate areas of English, such as syntax and morphology, that will accelerate their appropriate use of the language in various academic tasks. One concept discussed to encourage the direct instruction portion of the academic language for English learners was to devote a block of time where the students are solely focusing on the use of the language. Based on their findings, A recent observational research study found that students growth in English language proficiency was much higher in classrooms where a separate block of time was devoted to ESL or English language development. Using this strategy to support ELLs production and use of the language will positively allow the students to use this language development as they incorporate it into their learning tasks. As educators, it is also their responsibility to deepen their understanding for the language prior to teaching their students. This systematic form of instruction will support the students explicit use of academic vocabulary in their future endeavors.
THE CHALLENGES AND COPING MECHANISM OF SELECTED SENIOR HIGHSCHOOL STUDENTS AND TEACHERS IN ENGLISH AS A MEDIUM OF INSTRUCTION IN CALASUMANGA NATIONAL HIGHSCHOOL (AutoRecovered)