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 Academic Language

Academic Language can be defined as 1) the language used in the classroom and workplace, 2) the
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language of power.

Informal Language Academic Language

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vocabulary

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gender, age

Academic Language consists of academic vocabulary and is used in academic discourse.

Academic Vocabulary Academic Discourse

Academic discourse provides
The vocabulary critical to students with the language tools
understanding the concepts of the (vocabulary and syntax) necessary to
content taught in schools. Academic competently discuss the topic using
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 Academic  Language  Development Implementation Rubric
 
This rubric is designed with teachers in mind for self-reflection in their practice and planning. Administrators can use the rubric to provide a point of discussion and feedback
associated with classroom visitations. The indicators under each heading serve to create a common language and shared understanding about how academic language development
is used to determine student progress toward content mastery by articulating understandings of new knowledge though comprehensible input( listening and reading), scaffolded
output (writing and speaking), and structured interactions. It is recommended that users of the rubric highlight or circle indicators that best describe what is being observed in the
classroom. The indicators are set out on a continuum, recognizing that implementation will deepen over time as teachers learn more about the purposes of embedding explicit
academic language development into content teaching and its potential to enhance student learning.

E merging Implementation A pproaching Implementation Developed Implementation

At the emerging level, the teacher At the approaching level, systems are in At the developed level, established instructional
is aware of the linguistic needs of place to further academic language routines are in place to further academic language
their students and is exploring development, but implementation is development; the teacher elicits student
ways to improve language generally teacher-centered. engagement and ownership of their own language
development practices. development.
INPUT:  Listening  and  Reading   Teacher  models  academic   Teacher  models  academic  language  by   Teacher  models  academic  language  by  speaking  
language by  speaking  in  the   speaking  in  the  formal  register,  and   in  the  formal  register,  and  explicitly  teaches  
Practice Overview: When designing formal  register  with   provides  opportunities  for  students  to   students  how  to  move  from  the  informal  to  the  
lessons for students, input- that is, compound  complex  sentences   practice  as  well.   formal  for  different  settings.
what the students will read and hear- and  word  choices.  
should be considered in terms of the
cognitive and linguistic demands of In  oral  speech,  teacher   In  oral  speech,  teacher  purposefully   In  oral  speech,  teacher  frequently  and  
upcoming content instruction. purposefully  clarifies  key   amplifies  key  vocabulary  and  concepts   purposefully  amplifies  all  key  concepts  (both  
Linguistic demands of learning tasks vocabulary  (bricks)  by   (both  bricks  and  mortar)  by  embedding   bricks  and  mortar)  by  embedding  context  
come from the standard: what embedding  some  context  clues.     context  clues  and/or  clarification.     clues  and/or  clarification.    
students will be required to D O with        
the knowledge. Language functions
(purposes for speaking) are the ‘”‡šƒ’Ž‡ǣDzŠ‡™‡-­‐  meaning  ourselves:  teachers-­‐  teach  students  we  should  amplify-­‐that  is  add  more  information,  use  
cognitive tasks that drive us to connect synonyms,    embed  definitions,  exaggerate  tone,  use  facial  expressions,  and  gestures-­‐  within  the  statements  themselves.  
thought and language. Text selection  
is also key. Texts should be thought of Language  development  is  an   Language  development  is  an  instructional   Language  development  is  an  established  
in the broadest sense as all medium of instructional  routine  focused   routine  focused  on  content   instructional  routine  focused  on  both  content  
input from which students derive and on  content  vocabulary  (bricks).     vocabulary(bricks)  and  may  include   vocabulary  (bricks)  and  functional  language  
process information. Therefore, functional  language  (mortar).       (mortar).
³tH[WV´include books, articles, videos,
charts, models/visuals, guest speakers,
interviews, etc. They are structured Lesson design includes an Lesson design includes explicit teaching Students are able to identify the language function
clearly and coherently and include awareness of the language of the language function being used in a of a given task and effectively manipulate
vocabulary elaborated through function (purpose) being used in given learning task so that students can language patterns to successfully complete the
context, visuals which support main a given learning task. identify language patterns. task or assessment.
ideas, subtitles/subheadings and
guiding questions.

SUHSD  District-­‐Wide  Academic  Support  Teams,    last  saved:  1/13/10               Page  1  of  4  
 
Academic  Language  Development Implementation Rubric
 
E merging Implementation A pproaching Implementation Developed Implementation
At the emerging level, the teacher At the approaching level, systems are in At the developed level, established instructional
is aware of the linguistic needs of place to further academic language routines are in place to further academic language
their students and is exploring development, but implementation is development; the teacher elicits student
ways to improve language generally teacher-centered. engagement and ownership of their own language
development practices. development.
Text selection is based on the Text selection is based on the rigorous, Text selection is based on the rigorous, cognitive
(Input continued) rigorous, cognitive demands of cognitive demands of the content and may demands of the content and the linguistic
the content. consider the linguistic demands of the demands of the learning task. For exa mple, if
learning task. students are going to create a compare and
contrast diagra m, they need to interact with a text
that utilizes the language of comparing and
contrasting.

Lessons are designed to improve
listening and reading
comprehension through focused,
accountable student-to-student
discussion tasks.
Lessons are designed to improve listening
and reading comprehension through
frequent and focused accountable student-
to-student discussion tasks.
Regular, frequent and focused accountable
student-to-student discussion tasks designed to
improve listening and reading comprehension are
part of the established instructional routines of
the classroom.

OUTPUT:  Writing  and  Speaking Teacher  provides  open-­‐ended   Teacher  provides  open-­‐ended,  inquiry-­‐ Students  discuss  both    teacher  and  student-­‐
questions  and  requires   based  questions  and  requires  students  to   generated  open-­‐ended  and  inquiry-­‐based  
Practice Overview: In order to students  to  engage  in  academic   engage  in  complex  academic  discourse   questions,  requiring  students  to  engage  in  
develop communicative competence- discourse  within  a  small  group.   within  a  small  group  prior  to  sharing   sophisticated  academic  discourse  within  a  small  
that is, writing and speaking- all responses  with  the  larger  group.     group  prior  to  sharing  responses  with  the  
students need daily supported larger  group.  
opportunities to utilize academic
language for diverse purposes. Like Lessons are designed to improve Lessons are designed to improve speaking Regular, frequent and focused accountable
input, output should be considered in speaking and writing skills and writing skills through frequent and student-to-student discussion tasks designed to
terms of the cognitive and linguistic through focused, accountable focused accountable student-to-student improve speaking and writing skills are part of the
demands of upcoming content student-to-student discussion discussion tasks and products. established instructional routines of the
instruction. Language support should tasks. classroom.
be focused on equipping students to

SUHSD  District-­‐Wide  Academic  Support  Teams,    last  saved:  1/13/10               Page  2  of  4  
 
Academic  Language  Development Implementation Rubric
 
E merging Implementation A pproaching Implementation Developed Implementation
At the emerging level, the teacher At the approaching level, systems are in At the developed level, established instructional
is aware of the linguistic needs of place to further academic language routines are in place to further academic language
their students and is exploring development, but implementation is development; the teacher elicits student
ways to improve language generally teacher-centered. engagement and ownership of their own language
development practices. development.
construct and express meaning. Students  are  encouraged  to   Students  are  required  to  communicate   Students  are  required  to  communicate  (ask  
³7H[W´LVVHSDUDWHGLQWRPHDQLQJIXO respond  using  formal   (ask  questions  that  deepen  knowledge)   questions  that  deepen  knowledge  &  make  
³FKXQNV´DQGGLVFXVVLRQVDUH academic  language  to  express   using  formal  academic  language  to  express   relevant  connections  to  previous  knowledge)  
scaffolded to allow for annotations thinking.     their  thinking.   using  sophisticated  formal  academic  language  
that question, anticipate, summarize, to  express  their  own  thinking  and  the  thinking  
analyze, and synthesize. In order for of  others.  
new ideas to grow and for content
information to be fully comprehended, Teacher  provides  language   Students  use  language  frames  and   Students  use  differentiated  language  frames  
students must have ample and frames  and  sentence  starters   sentence  starters  that  are  focused  on   and  sentence  starters  that  are  focused  on  
frequent opportunities to use that  are  focused  on  content   content  and  that  incorporate  high-­‐level   content  and  that  incorporate  high-­‐level  
language to express thought in according  to  student  language   vocabulary  according  to  student  language   vocabulary  according  to  student  language  
structured peer-to-peer interactions. proficiency  level  targets.     proficiency  level  targets.   proficiency  level  targets.    
As a general rule ideas should always  
be written and spoken to  
simultaneously build both oral and ‘–Š‡”™‘”†•ǡ–Š‡–‡ƒ…Š‡”‹•’”‘˜‹†‹‰”‡•‘—”…‡•–Šƒ–’—•Š•–—†‡–•–‘™ƒ”†•–Š‡DzŒ—•–-­‐r‹‰Š–ǡ‡š–Ž‡˜‡Ždz‘ˆ
 
written communicative competence. proficiency,  that  is  to  say,  their  zone  of  proximal  development  (ZPD).*  

Students  use  language  frames   Students  use  language  frames  and   All  students  effectively  use  sophisticated  
and  sentence  starters  (mortar)   sentence  starters  mortar  in  conjunction   language  frames  and  sentence  starters  mortar  
in  conjunction  with  scaffolded   with  s…ƒˆˆ‘Ž†‡†‹•–”—…–‹‘ƒŽDz–‘‘Ž•dz  to   in  conjunction  with  scaffolded  instructional  
‹•–”—…–‹‘ƒŽDz–‘‘Ž•dz–‘’”‘†—…‡ produce  written  and  oral  academic   Dz–‘‘Ž•dz  to  produce  written  and  oral  academic  
written  and  oral  academic   language  that  connects  concepts  within   language  that  connects  concepts  within  the  
language.     the  content.     content  bricks  and  extends  higher-­‐level  
thinking  beyond  the  content  (synthesis).    
 
Examples  of  tools  include  graphic  organizers,  semantic/concept  maps,  Frayer  model,  prefix/root/suffix,  
metaphors,  analogies,  and  word  lists.  
 
Teacher has an established Teacher has an established instructional Teacher has an established instructional routine for
instructional routine for routine for targeted academic writing frequent, targeted academic writing practice in
targeted academic writing practice to improve written expression at the order to improve written expression for various
practice to improve written sentence and paragraph levels. purposes (summarizing, generalizations, etc.) at
expression at the sentence level. the sentence, paragraph, and essay levels.

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Academic  Language  Development Implementation Rubric
 
E merging Implementation A pproaching Implementation Developed Implementation
At the emerging level, the teacher At the approaching level, systems are in At the developed level, established instructional
is aware of the linguistic needs of place to further academic language routines are in place to further academic language
their students and is exploring development, but implementation is development; the teacher elicits student
ways to improve language generally teacher-centered. engagement and ownership of their own language
development practices. development.
Structured  Student  Interactions Teacher  implements  three  step   Teacher  frequently  implements  three   Teacher  implements  three  step  structured  
structured  tasks  with language   step  structured  tasks  with language   tasks  on  a  daily  basis  with language  frames for
Practice Overview: Students should frames for some phases of frames for all three phases of structured task. all three phases of structured task.
have several opportunities for structured task.
supported and accountable language Students are engaged in Students are engaged in every phase of the Students are engaged in every phase of the task by
production during a lesson and a wide structured interactions where task in structured interactions where alternating roles in structured interactions where
array of mediated experiences over ultimately every student expresses ultimately every student expresses their ultimately every student expresses their thinking
the course of a unit of study. In order their thinking and/or consensus of thinking and/or consensus of group through and consensus of group through academic written
for students to process information, group through academic written academic written and oral responses. and oral responses. For exa mple, a student first
students must engage in structured and oral responses. asks a question and on a later round will also have
interactions frequently (roughly every   to answer one as well. All students would then be
5-10 minutes). Partner activities (as responsible for reporting to someone else.
opposed to group activities) offer
students the greatest opportunity and  
frequency of language production. Students  are  encouraged  to   Students  often  take  risks  by  trying  out   Students  willingly  take  risks  while  
Daily language practice should be take  risks  by  trying  out  new   new  vocabulary  and  syntax,  and  teacher   appropriating  new  vocabulary,  syntax,  and  
part of a well-established vocabulary  and  syntax,  and   encourages  students  to  constructively   concepts  and  constructively  correct  one  
instructional routine so that students teacher  constructively   correct  one  another  when  misconceptions   another  when  misconceptions  occur.  
can move quickly into settings where corrects  student   occur.  
they can write and speak in pairs misconceptions.  
and/or small groups. Additionally,  
teachers need to ensure that there is M inimal or excessive processing Teacher plans for and provides adequate Teacher has systems in place to plan, anticipate,
adequate time for individual reflection time is provided for students to processing time for students to develop ideas and monitor adequate processing time for students
and preparation, thorough modeling develop ideas, so students do not thereby allowing students to fully engage in to develop ideas thereby allowing students to fully
of task and use of response fra mes, fully engage in the task or the task.   engage in the task.
and carefully assigned become off-task.  
partners/groups.
Norms should be pre-determined and taught so students are aware of their roles in group settings and the task should
be clearly communicated. In order for a task to be effective in developing academic language, teachers need to be
sure that it is a highly generative task: one that is open-ended, interesting, and lends itself to inquiry, discussion, and
consensus-building that requires application of high-leverage language ³PRUWDU´ All structured interactions
should occur within a general three-step framework: individual think ti me, paired sharing/discussion, and reporting
conclusions to larger group.
 

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