Academic Language for English Language Learner, Essay Example

Academic language has often been considered an ideal language used in classroom and workplace, text, assessments, academic success, and the language for power. Students that successfully master the academic language are often successful in their academic and professional fields, on the contrary, the unsuccessful ones are likely to struggle academically and eventually drop out of school.

In most cases while communicating through the social and informal English, most people tend to make grammatical mistakes and use slang languages. In such cases, one can be understood through articles, prepositions and other sophisticated vocabularies.

A distinction is often created between the social language and the academic languages. The social language is often characterized by repetition of words, use of slang words and in other cases sentences begin with “but” or “and.” In the contrary, the academic language uses more sophisticated vocabulary; sentences begin with transitions such as “moreover” and it does not engage the use of slang words.

Academic language can also be used in oral expressions; it forms part of speech and can be used in debates, academic discussions and making presentations in front peers. Students can best practice academic language by practicing speaking in front of their classes.

The age for academic language instruction has been a major subject of debate. It however recommended that it begin at preschool through the third grade where the students learn age appropriate vocabulary and the ideal language that will offer them a firm foundation in their academic career. The academic language should also be reinforced on the fourth and the eighth grades. The instructions for the language should be alternated with more sophisticated language skills, grammatical structures, and vocabulary. Between the ninth and twelfth grades, the students need to be introduced to a large vocabulary, and they should be introduced to more complex grammatical structures.

Consequently, young children can begin learning their language at tender age. This is because they are good learners and engage actively in learning new words and class conversations. The teachers can therefore use the chance to establish a proper foundation for skills in academic language.

There is also a strong connection between linguistic concepts and academic language. Among these are phonology and spellings, which constitutes major parts of grammar. In this case, words with similar spellings and pronunciations are differentiated for the learners to prevent any confusion for the learners. The best way to teach word usage to students is through the use of the word bank, provision of definitions and sentences, and engaging them in discussion about language use.

Summarization is another way through which students can effectively learn academic language. This is where students are made to read passage loudly and then make a summary of what they have understood in the passage. In this context, the method through which the younger and older students are engaged is different. Older students need explicit explanation of the reading objectives as well as selection of an interesting topic that they will find enjoyable. For younger students, the materials should be kept linguistically and cognitively appropriate. Concurrently, it is important to use songs, jazz chants, choral repetitions, total physical response strategies, and language games.

Long-term ELLs can be assisted to develop their linguistic skills through dictation, written cloze passages, oral sentences, summary and retelling passages and engaging in frequent writing practice. The above concepts are important in the learning of academic language and can offer a firm foundation for learners.

Reference

Scarcella, R. (2011, August 6). Academic Language and English Language Learners | Colorín Colorado. Colorín Colorado. Retrieved June 11, 2014, from http://www.colorincolorado.org/webcasts/academiclanguage/