The Language Demands of Analytical Reading and Writing at School

Autor/in	Uccelli, Paola
Titel	The Language Demands of Analytical Reading and Writing at School
Quelle	In: Written Communication, 40 (2023) 2, S.518-554 (37 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221148727
Schlagwörter	Academic Language; Reading Skills; Writing Skills; Reading Materials; Individual Differences; Learning Processes; Equal Education; Middle School Students; Difficulty Level; Language Variation; Language Proficiency; Reading Comprehension; Essays; Persuasive Discourse; Multilingualism; Receptive Language; Language Tests; Student Diversity; Scores; Writing Evaluation; Teaching Methods; Language Role; Definitions + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Individueller Unterschied; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schwierigkeitsgrad; Sprachenvielfalt; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Mehrsprachigkeit; Multilingualismus; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Begriffsbestimmung
Abstract	Analytical writing poses particularly challenging, yet often overlooked, language demands that need attention in educational research and practice. In this article, I discuss the Core Analytical Language Skills (CALS) construct and its relevance for school reading and writing. CALS refer to the set of learners' school-relevant language resources that are of high utility to understanding analytical texts across content areas. After a brief review of the relations between mid-adolescents' language and their school reading and writing proficiencies, I offer illustrative examples of individual differences in middle-schoolers' analytical writing and CALS. I argue, on the basis of recent but extensive empirical evidence, that without understanding and addressing the immense variability in the language resources that students bring to school and the language demands of reading- and writing-to-learn tasks and texts, schools run the risk of maintaining and even exacerbating the inequalities that exist in the larger society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01