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Kate Kinsella, Ed. D

Kate Kinsella, Ed. D. Academic Language Use and Lesson Engagement. In Terms of Academic English…. All Students are “AESL” (Academic English as a Second Language). Academic English is not a natural language. It must be explicitly taught not merely caught.

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Kate Kinsella, Ed. D

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  1. Kate Kinsella, Ed. D Academic Language Use and Lesson Engagement

  2. In Terms of Academic English… All Students are “AESL” (Academic English as a Second Language) Academic English is not a natural language. It must be explicitly taught not merely caught. • Essential Components of Academic English Language: • Vocabulary: all the words that someone knows, learns, or uses • Syntax: the way words are arranged to form sentences or phrases • Grammar: the rules according to which the words of a language change their form and are combined into sentences

  3. Vocabulary Knowledge Rating Process

  4. What is the Function of the Vocabulary Knowledge Rating Process? • To provide an advanced organizer of the target words • To provide students with an active & accountable role • To activate related knowledge and experiences • To get students poised to learn new words • To clarify an confusion with homophones (words sound alike) or polysemous words (multiple meaning words) • To increase the odds that the teacher has analyzed the vocabulary demands of the lesson and conscientiously prepared for instruction.

  5. Research-Informed Steps For Explicitly Teaching a New Term • Pronounce • Explain vs. Define • Provide Examples • Deepen Understanding/Coach Student Use • Review/Coach Student Use

  6. Development of Expressive vocabulary Knowledge Using an Explicit Instructional Routine polysemous, adj. plo-y-se-mous In class: Because it can mean ___or ___, the word ___is polysemous. Homework: The word ___is polysemous because it has different meanings in different contexts. In the context of ___it can mean ___; however, in the context of ___it, can mean.

  7. A Basic Instructional Sequence for Effectively Teaching an Important New Word • Make sure students see the target word (in text, on board). • Pronounce the word. • Ask students to repeat the word (first in parts, then quickly) • Clarify the part of speech. • Provide an accessible synonym and/or a brief explanation. • Rephrase the explanation, asking students to complete the statement by substituting aloud the new word. • Access Comprehension with brief, focused questions/tasks. • Provide a sentence starter to structure correct usage of the word.

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