418+Agenda+2.6.14

1:25 - 1:35 - Welcome and warm-up (AL definitions, components)
 * Notetaker: Tyler Reuter
 * Engagement Assessments:

1:35 - 1:50 - Discuss Michie - It is risky to not teach the content that is relatable to students' home lives, but at the same time it is also risky to teach the content that is relatable to students' home lives. - Such a great point to combine critical thinking to media studies, it helps kids to not turn their brain off when they leave the school grounds. - The curriculum that is taught reflects a lot about how the teacher envisions his or her students - Curriculum rooted in the community (students writing to the television stations), and helps students to find their place in society and see the relevance of what they are learning. It is also powerful to have your voice heard by someone other than a teacher. - The risk of teaching and trying to find a teachable moment out of any situation, especially a risky one that could engage the students.

1:50 - 2:10 - Is AL a social justice issue? - Is it concerned with injustices throughout our society? [] -Linguistic capital - Academic language is a form of linguistic capital, it gives you the power to express yourself and all of your abilities. - It teaches students how to act and speak professionally and how there different realms where academic language has so much power. - Knowing the material in context and how to communicate it intelligently. - Academic language gives you an audience of people who have power and a higher status in society. - It teaches appropriateness and what is acceptable in certain environments.

Additive vs. Subtractive Pedagogies []

[|Zwiers' quote] - Argues to support the idea that academic language is a social justice. - Academic allows students to be successful and better express their intelligence, creativity, talents, etc. to others so that they will be heard. At the same time as teachers and employees we must not limit our own views and not try to limit or change a person from who they are. - Advocates for almost a sense of being bilingual, under the idea that keep the language you grew up and come from, but also going to allow you to communicate using academic language.

2:10 - 2:30 - What does AL look like in your discipline?

Discerning AL in your discipline
 * 1) Prepare a list of common features of academic language in your subject area. Include these headings:
 * General academic language
 * Specialized vocabulary
 * Common genres (types of texts -- e.g. essays, descriptions, lab reports, rules, research papers, etc.)
 * Common visual texts (e.g. maps, charts, graphs, etc.)

> https://www.teachingchannel.org/videos?default=1) As you are observing, take notes on the following items:
 * Housekeeping:**
 * For Tuesday - Read Michie, chapter 7
 * For Thursday, Feb 13 - In your field placement, focus your attention on academic language. (If you don't have a field placement, you could watch a video from this site:
 * Discipline-specific vocabulary/structures that are critical to that particular lesson
 * Discipline-specific vocabulary/structures that are fundamental to your discipline
 * General academic language
 * Any instructional support for AL
 * Any observed or potential student difficulties with AL
 * Write a short summary (1-2 paragraphs) describing what you learned. Upload to Blackboard.