Academic Language in K-12: What Is It, How Is It Learned, and How Can We Measure It?

Autor/in	Roessingh, Hetty
Titel	Academic Language in K-12: What Is It, How Is It Learned, and How Can We Measure It?
Quelle	In: BC TEAL Journal, 1 (2016) 1, S.67-81 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-4211
Schlagwörter	Academic Language; Vocabulary Skills; English; Language Arts; English Language Learners; English (Second Language); Writing (Composition); Literary Genres; Intellectual Disciplines; Foreign Countries; Computational Linguistics; Academic Achievement; Educational Policy; Educational Change; Literature; Correlation; Access to Education; Equal Education; Higher Education; Elementary Secondary Education; Measurement; Kindergarten; Linguistic Theory; Interpersonal Communication; Comparative Analysis; Second Language Learning; Canada + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Aktiver Wortschatz; English language; Englisch; Sprachkultur; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Literarische Form; Geisteswissenschaften; Ausland; Linguistics; Computerlinguistik; Schulleistung; Politics of education; Bildungspolitik; Bildungsreform; Literatur; Korrelation; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messverfahren; Linguistische Theorie; Interpersonale Kommunikation; Zweitsprachenerwerb; Kanada
Abstract	Using Beck, McKeown and Kucan's (2002) three-tiered model as a general framework for vocabulary, this article sheds light on the construct of academic vocabulary and how it might be measured. Using illustrative writing samples of student work of different genres and drawing on corpus based studies, I highlight the distinction between general, high utility academic vocabulary visible in expository mode (Tier 2), and narrative vocabulary (Tier 1) on the one hand; and general, high utility academic vocabulary and literary vocabulary associated with English Language Arts literature-based curriculum (Tier 3). Tier 2 words have consistently correlated with academic achievement across disciplinary boundaries, especially at post-secondary levels. Suggestions are made for policy reform, curriculum, and assessment approaches that will afford more equitable access to post-secondary programs of study for the growing numbers of English language learners across Canada, including in provinces such as Alberta and British Columbia. (As Provided).
Anmerkungen	Association of BC Teachers of English as an Additional Language. #206 - 640 West Broadway, Vancouver BC, V5Z 1G4, Canada. Tel: 604-736-6330; Fax: 604-736-6303; e-mail: admin@bcteal.org; Web site: https://ojs-o.library.ubc.ca/index.php/BCTJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01