Equity in Teaching Academic Language--An Interdisciplinary Approach

Autor/inn/en	Jensen, Bryant; Thompson, Gregory A.
Titel	Equity in Teaching Academic Language--An Interdisciplinary Approach
Quelle	In: Theory Into Practice, 59 (2020) 1, S.1-7 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665417
Schlagwörter	Academic Language; Interdisciplinary Approach; Teaching Methods; Metalinguistics; Equal Education; Minority Group Students; Educational Objectives; Language Variation; Educational Principles + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Educational objective; Bildungsziel; Erziehungsziel; Sprachenvielfalt; Bildungsprinzip
Abstract	Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame the topic of this special issue--interdisciplinary approaches to equity in teaching AL--and show how authors across positions and analytic methods examine the goals of teaching AL and recommend ways for educators to foster meaningful language awareness for students. Although substantive, unresolved disagreements between positions remain; we identify points of agreement as well, which we present to educators as interdisciplinary principles of equity in teaching. Namely, educators should (1) understand how language is more than just vocabulary; (2) recognize academic features in students' everyday talk; (3) develop awareness of language and its contexts of use with students, and (4) foster critical language awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01