Tools for Addressing the Language Demands of Academic Intera
Tools for Addressing the Language Demands of Academic Intera
Tools for Addressing the Language Demands of Academic Interaction and Collaboration
Presented by Kate Kinsella
This presentation outlines classroom collaboration and provides practical guidance to help all students become agile, confident communicators.
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A primary goal of US college and career readiness initiatives is to ensure students in K-12 schooling and beyond develop the verbal skills to communicate effectively in diverse academic and professional settings. Orchestrating classroom interactions that significantly improve students’ language and literacy skills is both a science and an art. Simply providing text-dependent questions and opportunities to collaborate with peers will not yield impressive linguistic results. Students at every age and English proficiency level serve to gain from informed guidance in targeted language to achieve a range of communicative goals within lesson interactions, from articulating and justifying claims to restating and comparing. Drawing on extensive experience serving under-resourced youths and English learners in K-12 classrooms and college, the presenter details the language demands posed by classroom collaboration and discussion and provides practical guidance and resources to help all students become more agile and confident communicators.

Viewers will learn effective ways to
  • provide mindful modeling of academic language throughout lesson delivery
  • engage learners at different English proficiency levels in unified-class academic discussions
  • set up and monitor productive student interactions including language targets
  • design and assign response frames that model and scaffold competent communication
  • encourage thoughtful elaboration and justification during lesson discussions
  • guide students in constructing brief written responses using academic register
  • address critical language functions for secondary school, college and career readiness
  • integrate accountable listening tasks with relevant language targets
  • write effective language objectives addressing academic interaction demands

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