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| Subject: Re: another attempt of introduction | |
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Author: Angelina |
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Date Posted: 22:41:14 09/07/10 Tue In reply to: Angelina 's message, "another attempt of introduction" on 22:34:01 09/07/10 Tue >let's be careful,I think there is too much sentence >borrowing in our last attempt...tried to rewrite >avoiding it, but could only come to 315 words...we >have until midnight... > >THE ARGUMENTATIVE ESSAY > >Educators must focus on the academic language needed >for academic achievement > >INTRODUCTION >One of the most pressing needs faced by English >Language Learners is Academic language (CALP - >Cognitive-Academic Language Proficiency), that is the >sort of language students and professionals need to >succeed in school and in any career where mastering >large and complex bodies of information and concepts >is needed (Fillmore and Snow 2000). > Although there isn’t a clear line separating Academic >language, (the language of texts and formal writing), >from everyday conversational language, (the language >that people use socially for interaction, referred by >Cummins, 1984 as BICS - Basic Interpersonal >Communication Skills), their differences are assumed, >and knowing them is important for effective academic >instruction. Of course there is a connection between >these two types of language: using students' everyday >experiences can help students learn academic language, >i.e., if a task in a social context is familiar to >them, they may be able to adopt appropriate language >from that task and transfer it to school-based tasks > (Rhoda Coleman and Claude Goldenberg). Fluency in >social language is not enough to help close the >achievement gaps that are often created by the lack of >academic language. >It is important that we, educators, focus on teaching >the academic language our students need to achieve not >only scholar, but also professional and >socio-economical success. >Despite lacking a solid research base that identifies >effective techniques and approaches, there are >promising directions ( Dutro and Moran,2003; Lyster, >2007; Zwiers, 2008 etc) we should learn and implement >in our classrooms in order to reach this goal. > > >REFERENCES: > >WEBSITES: > >href="http://sites.google.com/site/ceiacademicskills/"> >http://sites.google.com/site/ceiacademicskills/ > >href="http://www.esc.edu/ESConline/Across_ESC/WritersCo >mplex.nsf/wholeshortlinks2/Essay+Writing+Menu">http://w >ww.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/whol >eshortlinks2/Essay+Writing+Menu > >href="http://grammar.ccc.commnet.edu/grammar/index.htm" >>http://grammar.ccc.commnet.edu/grammar/index.htm > >ARTICLES: >ZWIERS, Jeff; The Third Language of Academic English >CUMMINS, Jim; Putting Language Proficiency in Its >Place: Responding to Critiques of the >Conversational/Academic Language Distinction >COLEMAN, Rhoda and GOLDENBERG, Goldenberg; What does >research say about effective practices for English >Learners? Part II - Academic Language Proficiency [ Next Thread | Previous Thread | Next Message | Previous Message ] |