How does academic language differ from general or conversational language? List some techniques that help in fostering both types when working with ELL students
What will be an ideal response?
General or conversational language is first acquired as a structure that allows ELL students to greet others, make conversation, and ask questions. This everyday communication is contextualized and accompanied by gestures, pointing, and pantomiming. Academic language is more varied, abstract, and decontextualized. It puts words together in an understandable text or utterance, and involves complex thinking skills such as analyzing, explaining, inferring, and organizing. It incorporates content-specific technical words (the bricks) as well as words used to articulate the concepts represented by these words (the mortar). ELLs may seem proficient in oral English, but this mastery may mask difficulties with academic language. Some techniques that foster academic as well as conversational language include the following: Using cued elicitation questions co-shaping, using a hierarchy of questions, understanding collaboration and negotiation of meaning, incorporating sentence starters and word walls, checking understanding, empowering students, recasting , correcting errors, Using the students' language, and fostering output.
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