LTEL Essential Component:
Focus on Academic Language

Focus on Academic Language

Long Term English Learners need to learn the language of academics.  Without it they neither comprehend the texts, nor are they able to participate in academic discourse and writing.  Long Term English Learners classes, therefore, have a major emphasis on providing the language structures and forms needed for apprenticeship into academic discourse and academic participation (e.g., complete sentences, sentence frames, genre-specific language, language functions, explicitly teaching how to agree/disagree/ask for clarification, using academic verbs, academic register, correct syntax and distinct text structures).  Grammar is important, as students become aware of the structures of English and how the language works in academic registers.  Teachers utilize direct instruction, helping students to learn to write more compound and complex sentences and complex text, and to approach and break down difficult reading.  Teachers do mini-lessons on grammar within writing units and analyze grammar in readings.  Complex, precise, specific academic vocabulary is taught, including highly ranked words, and high utilitywords.  But the vocabulary teaching goes beyond memorizing words and definitions; it builds background knowledge and spends time to ensure students understand the vocabulary.  This instruction requires making connections to other academic classes.