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    3 visualizações9 páginas

    Articulos Taller Word Gen PDF

    Enviado por

    Royerin

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    © All Rights Reserved
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    450 Science, Language, and Literacy their leamers’ stuggles to come to tems with unfamiliar Ianguage, discourse pattems, and the ‘often formidable conventions of science (27). References meso se (comsane 9 Untes Want (Unesco Sen tr See, Tees, ar Vaio Ect ate 208) 2. SF Mons LM. Pips, Se Eye. 87, 224 (aa. BLD Yor, 6.1 Bas, ML Har In J StF 25, 59 as) 4B Hd Vale, 0. Yoo tg Leming Tot neaatng Toy ond Pree, P Tl 20 pp. 105-103. LD Yore 9. Feat. Sc Eve 28, 292 208. ‘aero rd a dion Seton Me {NEC nate cin, Lei, ton, 208 oom, BNR fomance H.R ling Scene LP. less, K Wor, W. Bnd, Es Nao Seance Tenees ssezion AST Fes, gin, VA, 208, p39 Project eal tap 0228553 014, Float Unesco FL, 2008 10, 6c PP, Hr, Baber, Linking Mle, K Wee, Es STAs WON 11. OM Aaa Guo, M, Klett, Blog. Re J 26,215 Goo, 13, Hand fe Scene ng Aosoment nd anova 8 oe forthe See Hr hear Gene Pash, 14M Gone 8 Ha Van Se Math Be 8 fs in, Innate f te Ascaton Po Scene Teac Eaton tous a, 9 2 Jay 208. 16 Mest lr, Yew A B57, ons. 26, sue wa, 17. Department f Econ, National Edson Quay °o ade 5 Sate roatn Deparment of Eton, Freon, oth ra, 2908, ava (te x Cetindng Delp, Ipvomestu, 1995 49, CBalaeger fang. Fle 33,1 99. 20 web. reaps es Sek Ee 36,382, 008 21 NG Vilinue, PME, AJ Res Mah St Teco ve 425 (2003. Tes Eve 42" (08h, 25, Pees, It} oven Set 6, 313.2009) 2A CR Ned TY Hage Haren, 8 Mae Implementing Scece Metals the Pinay Grads ‘Science Atte Jost We, Wagon, 9 203 (antec etaum, hada, M206 26 1 Cumin et ngs 2, 182 0950, 17. ston, Tec and Leong Abt See: langue Thor Meth ian, Tato and ales Gene Passer, Raterdom, PERSPECTIVE Academic Language and the Challenge of Reading for Learning About Science Catherine E. Snow ‘A major challenge to students learning science is the academic language in which science is written, Academic language is designed to be concise, precise, and authoritative. To achieve these foals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning, Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science iteraey scholars and secondary teachers I alike are puzzled by the frequency with which students who read words accurately ‘nd fently have trouble comprehending tex UZ, 2), Such students have mastered what was tnediionally considered the major obstacle to reading success: the depth and complexity ofthe English spelling system. But many middle- and high-school students are less able to conver theit Wword-reading skils into comprehension when ‘confronted with texts in science (or math or socal studies) than they are when confionted with, lexls of Beton or discursive etsays. The greater dlfcultyof sconce, mat, and social studies txts than of texts encountered in English language nord Gradate Shela Edatin Comore, as (mosly narratives) suggests that the com: prehension of “academic language” may be one souree of the challenge. So what is aeademic language? ‘Academic language is one ofthe terms [thers include language of education (3), language of schooling (4), scientific language (5), and ace demic English (6, 7)] sed to refer tothe form of langage expected in contexts such asthe expo- sition of opis inthe school eurriculum, making arguments, defending propositions, and symthe- sizing information, There is no exact boundary when defining academic language; it falls toward ‘one end of ¢ continuum (defined by formality of tone, complexity of content, and degree of im- personality of stance), with informal, casual, cm ‘versational language st the other extreme, There is also no single academic language, just as there is no single variety of educated American En lish, Academic language features vary as & Funetion of discipline, topic, and made (written versus oral, for example), but there ae certain ‘common characteristics that distinguish highly academic ftom less academic or more con- vversational language and that make academic Janguage—even well-written, carefully con- stcucted, and professionally edited academic language—diffcult to comprehend and even, hharder to produce (8). ‘Among the most commonly noted fetures of academic language are conciseness, achioved by avoiding redundancy; using a high density of information-bearing words, ensuring precision ‘of expression; and relying on grammatical pro ‘cesses to compress comple ideas into few words (8, 9, Less academic language, on the other hand, such as that used in e-mail, resembles oral language forms more closely: Most sentences ‘begin with pronouns or animate subjects; verbs refer to actions raher dhan relations; and long sentences are characterized by sequencing of i formation rather than embeddings. The to ex- camps in Fig. 1, both about torque (atopic included in many state'standards for Tth-grade science), display the difference between a nonacademic text (from the Website worloridercom) and ‘an academic txt (fo the Web ite wwrwtorvista. ‘com, A striking diffrence between more informal and more academic language exemplified in the Lowmder/TutorVisa text comparison is the ‘greater presence of expressive, involved, inter personal since markers inthe ist Lowder posting (guys get caught up...” “I frequently get asked...” “Most of us...") and in the response 23 APRIL2010 VOL328 SCIENCE wwwsciencemag org Downloaded from www.sciencemag.org on April 26, 2010 SPECIALSECTION From hiip:/maew lowrider convorums/10-Under-the-Hoodtopis/183-HP.vs-torque/posts(epeling as in the original posting) Oftentimes guys got caught upin he hype of having a big HP moter in hello. Irequently got asked whats th best way to get big numbers out of thelr small ocx. The arsine” is nat HP, but torque. "You sell HP. you ea torque” asthe old saying goes. Most of us are running 5180/18 tres on ou los. Even if you Rad big HP numbers, you wil"never” get that power to he ground, atleast of the ne. | nave a 64 Impala SS 409, that | ull the motorn. While itis a completely restored original dive i roling on 14°72 spoke cross laced Zenith}, the moter intemal are not. now displaces 420 Cl wth forged pistons and olelancea resting Assembly. The intake, caro and exhaust had to remain OEM for original's sake, and that ‘retl reduces the motors potential. Anyway, even with the original 2 speed powergide, t Spins those es wih alarming ease, up to 50 miles per hour Inmvy 62, I bulla nice 383 out ofan 86 Corvette. bul for good bottom end ull since itis 1 lowrider vith & Bateies, And since rides onthe obigtry 19 torque ls what that car reeds I pulls tke an ox right rom le al the way up is modest 8500 redline. But I never {ake that high a allthe best power is ftom 110002700 RPM. ‘So when considering an engine upgrade, lock fr modiieations that improve torque. That. what your ol needs! Posted by Jason Dave, Sap! 2008 ‘Jason you ae ight on bro.| have always found an increase in torque placement has not only provided batter top ond performance but also improved gas mileage inthis expensive gas we are ale to es pain cals ome Fo I TD Torun reco be magus oth tx ne th ir ct fre ‘Lever arm ‘What is the significance of this concept in our everyday life? en Fp rotate gee Ss ea ee eve ae ame ee erates a eae a nee re eerer eee areina an soa nce aite ne romennacia env eae ARES le ceca eve eae ey ses ae ee pr eee Eien cette cere reer see Warsi newcwenvammetes eaten setae Se ee a aera Coolest Shs ety enon aeons eb cnela ante faerie ree esha saa ees ene ere ee ete Se ear t Oe eeepc ea leen se neta ta cet rae re eee ara apply greater force. Fig. 1. Examples of nonacademic text (Lowrider, top) and academic text (TutorVista, bottom. (Cason you ae right on bro"). Though both the Lowrider authors are writing to inform, they are not assuming the impersonal authoritative voice that is characteristic of academic language, They lama thei authority to provide information bout the advantage of torque over horsepower adjst- ments on the basis of personal experience. The scientist’ auhoritatve stance, onthe other hand, derives from membership in @ community com ‘mied to a shared epistemology; tis stance is ‘expressed through a reduction in the use of e- sonal pronouns, a preference for epistemically Warranted evaluations (uch as “igorous study” and “questionable analysis) over personally ex- pressive evaluations (uch as “rest study” and ‘funky analysis"), and a focus on general rather than specific claims, Maintaining the impersonal authoritative stance creates @ distanced tone that is offen puzzling to adolescent readers and is ‘extremely dificult for adolescents to emulate in writing. ethps the simplest basis for eomparing the Lowrider and Tutor Vista texts isto consider how rare in other contexts are the words they use most wwwsciencemag.org SCIENCE VOL 328 23 APRIL 2010 451 Downloaded from www.sciencemag.org on April 26, 2010 Science, Language, and Literacy fequently. The rarest words used inthe Lowrider text are the special term “olo” and its allemative form “lowrider,” “upgrade,” “cab,” “HE” “ex- hnaus” “spin,” and “torque.” Only two words fiom the Academic Word List (10), © list of ‘words used frequently across academic texts of erent disciplines, appear in this passage. The “TutorVista text rare words inch “perpendicular,” “ever,” “pivot.” “hinge,” “Tul cum,” and “Yonque,” and it ses the academic ‘words “tsk,” “maximum,” “significance,” and “station.” The difference in word selection reflects the convention inthe more academic text ‘of presenting precise information in a dense, Nominaizations are a grammatical process of converting ene sentences (such as “Gulenber ‘vented the printing pres) into phrases thet can then be embedded in other sentences (such a “Gutenberg's invention of the printing press revolutionized the dissemination of informs- tion”). Nominalizatons are crucial to the con- ciseness expected in academic language. In the “TutorVista sentence "We may increase the tum- ing effet of the force by changing the point of pplication offoree and by changing the direction ‘of force,” “application” ad “direction” are nomi- naliztions representing entire propositions. “Ap- plication” is shorthand for "where we apply." and “direction” is shorthand for “how we dizect.” ‘Thus, although ths sentenec bas the same appar cent structure as “We can get a smile fom a baby by changing his disper and by patting his back.” the processing load is mach higher “Increase” in the orignal sentence is a verb referring to a rela- tion between two quantities, whereas “get” m the baby-sentence adaptation refers to an action or ‘effect in the real world. “Diaper” and “back” are physical entities subjected to actions, whereas “application” and “tection” are dhemselves ae- tions that ave been tured into nouns. Part ofthe ‘complexity of academic lamguage derives from the fict that we use the synlactic structures acquired for talking about agens and actions to talk sbout ets and relations, without recogniz- ‘ng the challenge that that transition poses to the readet In particular, in science clases we may ‘expect students to proces these sentences without ‘explicit instueton in their sear, Science teachers are not generally well pre- pared t0 help their students penetrate the lin- _ulstic puzzles that science texts present. They of ‘course recognize tha teaching vocabulary is key, ‘buttypcally focus onthe science vocabulary (the Dolded words in the text), oflen without reg- nizing that those bolded words are defined with ‘general-purpose academic words that students also do not know. Consider the TulorVista dei- nition of torque: “Torque is the product of the ‘magnitude of the force and the lever arm of the force." Many th graders are unfamiliar with the terms “magnitude” and "lever"; and some proportion will think they understand “produc.” “force” and “arm” without realizing that those terms are being used in technical, academic ways here, with meanings quite diferent from those of| daily lite, Yer this definition, with is sophis- ticalod and unfamiliar word meanings, is the ‘basis fr al the rst ofthe TutorVista exposition the tade-off between magnitude and direction of fore, Efforts to help studens understand science ‘cannot ignore their need o understand the words used fo write and talk about science: the all purpose academic words as well as the diseipine- specific ones. Of course some students acquire academic vorabulary on their own, if they read widely and if their comprehension skills are strong enough to suppor inferences about the meaning of unknown words (J). ‘The fact that many adolescents prefer reading Web sites to books (/2), however, somewhat decreases access to good models of academic language even for those interested in technical topes, Thus, they have few opportusities to lean the academic vocabulary that is enicial across ‘their content area leaming. It is also possible to cexplicily teach academic vocabulary to midale- school students. Word Generation is a midale- school program developed by the Strategic Education Research Parzership tht embeds ll- ‘purpose academic words in interesting topics and provides activites for use in math, science, and social studies as well as English language ats lasses in which the target words are used (See the ‘Web site for examples) (13). Among the aca- demic words taught in Word Generation are those od to make, assess, and defend claims, suchas “data, “hypothesis,” “aim,” “convince,” "dis- prove,” and “interpret” We designed Word Gen- ‘ration to focus on dilemmas, because these promote discussion and debate and provide ‘motivating contexts for students and teachers to use the target words. For example, one week is devoted to the topic of whether junk food should bbe banned from schools, and another to whether ‘hysician-assisted suicide should be legal. Dis- cussion is in itself @ Key contributor to science leaming (14) and to reading comprehension (5, 16), Words leamed through explicit teaching are unlikely to be retained if they are taught in lists rather than embedded in meaning texts and if opportunities to use them in diseussion, debate, and writing are not provided. Itis untalistic to expect all midle- or high- school students to become proficient producers fof academic language, Many graduate students still srugele to manage the authoritative stance, and the self presenation as an expert that jastiies it in their waiting, And itis important to note that not all features associated with the academic ‘writing siyle (such asthe use of passive voice, impenetabiliy of prose constructions, and indif- ference to literary niceties) are desirable. But the cena features of academic anguage—rernmatical ‘embeddings, sophisticated and abstract vocabulary, precision of word choice, and use ofnominaliza- tions to refer to complex processes—relet the need to present complicated ideas in efficient ‘ways. Students must be able to read texts that use these features if they are to become independent leamers of seience or social studies, They must Ihave access to the all-purpose academic vo-

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