Language Power. Margo Gottlieb

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      Chapter 1 Examining Key Uses of Academic Language

       The verbal and nonverbal interaction in which the learner engages are central to an understanding of learning . . . they do not just facilitate learning, they are learning in a fundamental way.

      —Leo van Lier (2000)

      Teaching is a balance of reflection in action and reflection on action. We reflect in action when we respond to our students’ needs in the moment. We reflect on action when we think about our students’ overall strengths and goals. We plan for instruction and assessment based on our reflection on action while we react spontaneously during instruction and its embedded assessment based on our reflection in action. The conceptualization of key uses of academic language is a result of our own reflection on action. In our experiences, both in the classroom and in working with teachers, we have realized that great teaching is no accident but a result of deep reflection on action. Key uses are meant to guide teacher planning and reflection on action.

      Ask

       What is the nature of key uses of academic language? What is the language associated with each key use?

      The overhaul of academic content standards in 2010 and beyond across the United States has increased the rigor of the curriculum, assessment, and instruction in classrooms. Consequently, students need to possess the language to think about and engage with content in classroom activities intended to mediate their learning. In reviewing the existing academic content standards, instructional materials, and linguistic theories, particular purposes for academic language use emerge: namely, discuss, argue, recount, and explain (DARE). These are the overall purposes we equate with DARE, and in doing so, we DARE teachers and school leaders to advocate for advancing key uses of academic language as an educational tool of practice.

      Figure 1.1 depicts the four uses of academic language that form DARE and frame this book.

      Figure 1.1 Key Uses of Academic Language

      Key uses of academic language are a focal point for organizing and promoting student interaction with content and with one another. In this chapter, we identify the linguistic features of each key use and point to how these defining characteristics are useful indicators of different genres across school disciplines. We use the term genre in this context to refer to the socially constructed ways in which we communicate for academic purposes. Examples of written genres in college and career readiness (CCR) standards in which key uses of academic language are strongly embedded, for example, include narrative, argumentative, and informational text. To guide our conversation, we invite teachers to take the DARE and do the following:

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