Who's Using the Language? Supporting Middle School Students With Content Area Academic Language

Dados Bibliográficos

ID15016607
AutoresDianna Townsend (0000-0001-6399-9040, autor correspondente)
Ano2015
Volume58
Fascículo5
Páginas376-387
Data de publicação2015-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Adolescent & Adult Literacy (JOURNAL)
Identificadores do periódicoISSN: 1081-3004 • E-ISSN: 1936-2706
EditoraWiley (PUBLISHER • GB)
DOI10.1002/jaal.374
OpenAlexW2089827993
IdiomaEN
Citações recebidas6
Referências citadas12

This mixed‐methods study examines middle school students’ academic language development in the context of a year‐long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers ( n = 8) with a team of university researchers to explore how to integrate academic language support into content area lessons. Research questions and data sources examine both teachers’ practice and student gains. Students ( n = 303) made significant gains in their academic language knowledge. Furthermore, students who had more than one teacher participating in the project made greater gains, suggesting that students’ gains could be attributed at least in part to the professional development. We share research findings as well as specific strategies and approaches that were developed in the context of DCAAL

Academic achievement · Academic year · Context (archaeology · Developmental psychology · Language development · Mathematics education · Pedagogy · Professional development · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Learning and Teaching