From "Academic Language" to the "Language of Ideas": A Disciplinary Perspective on Using Language in K-12 Settings

Autor/inn/en	Bunch, George C.; Martin, Daisy
Titel	From "Academic Language" to the "Language of Ideas": A Disciplinary Perspective on Using Language in K-12 Settings
Quelle	In: Language and Education, 35 (2021) 6, S.539-556 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1842443
Schlagwörter	Academic Language; Language Usage; Elementary Secondary Education; Literacy; Intellectual Disciplines; English Language Learners; Reading Comprehension + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Geisteswissenschaften; Leseverstehen
Abstract	A still-widespread perspective on "academic language" is that the most important dimension of language used for academic purposes is the extent to which its linguistic features contrast with "everyday language" used outside of school. But focusing on the unique linguistic features of written academic texts ignores the important role that other, more "everyday" forms of language plays in doing academic work and overlooks the intellectual work that students--especially those from linguistically marginalized backgrounds--are capable of doing using their existing linguistic resources. In this article, we (a language and literacy specialist collaborating with a history education expert) suggest that an alternative is to shift the focus away from what makes academic texts different from everyday language toward the nature of the "language of ideas" used to engage in disciplinary work, including (a) how the content, ideas, and practices at the heart of a discipline can be expressed in a variety of ways, (b) the participant structures and communicative tasks students are called upon to navigate to do academic work, and (c) the linguistic resources students bring to the table to engage in disciplinary learning opportunities--no matter how far from "academic" that language may initially sound. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01