418+Agenda+2.4.14

1:15 - 1:20 - Welcome
 * Notetaker: Zach


 * Objectives:**
 * I can produce a definition of AL that goes beyond technical vocabulary
 * I can describe common features of AL in my discipline
 * I can express my opinion about the rationale for teaching AL

1:20 - 2:00 - What is AL and why should we teach it?

Initial group definitions of AL: -Spoken and written words you need to know within your academic discipline. -Not everyday language. -Subject specific words, words in which an academic definition must be provided in order to facilitate learning. -Vocabulary and terms that must be defined in order for students to be successful in the classroom. -Language that is necessary for understanding.

[] - Choose a complex idea in your discipline and attempt to explain it here. Try to come up with a definition of a term within our discipline using only the 1,000 most common words in the English Language. i.e. figurative language, complex division, democracy.

- [] http://mentalfloss.com/article/48793/18-complicated-scientific-ideas-explained-simply

-Defining Vocabulary: This is important, but it is not enough. It has been the center of teaching for a while but is not necessarily sufficient. -We all learned to speak English through thousands of hours of talk, which is the fuel that drives language acquisition. -"Talk shop" teach it through speaking it. -Writing to learn content. Requires the formal use of Academic Language -Using context clues to help a struggling reader, helps them understand the Academic Language they can't comprehend. - Listening skills: the more students hear the more they will pick up on the use of language. Developing the skill set to really learn from listening. - Explaining the structure of an academic genre: There is a pattern for completing certain academic tasks, students sometimes need to be explained what is expected in a certain task. Like a historical research paper, vs. a math proof. They look different. Teach them what they are supposed to look like. -Definitions. -Academic language is complex. -When you write, you must know your audience and the expectations. -Writing a lesson plan that anyone can understand if they randomly picked it up, vs. writing a lesson plan just for you. -Academic language means being extra explicit for your audience sake.



Not just discipline specific Academic Language. But it's still Academic language! - Series of terms out of a Social Studies textbook. -Categories of academic language:
 * Kids probably don't use any of these words.
 * Yet only some of them are discipline specific. Some of the words can be used across disciplines of academic language.
 * Specific to the chapter, specific to the discipline, and general AL all in one list.
 * Need to know for a short period (for one test, one day, etc.)
 * Terms that are CRUCIAL to your discipline. (They will keep coming back)
 * Terms that are fundamental across disciplines. (Come around in every class, I.E. indicates)
 * Terms that you need to understand, maybe not use. (orally or in writing, I.E. // realpolitik // )
 * Terms that you need to understand AND produce. You have to own them.
 * Technical Terms (bold-faced words)
 * Generic Language that allows you to use technical/academic vocabulary appropriately and consistently.

Brick and Mortar words.
 * Bricks- Big important words like: monarchy, mitosis, photosynthesis, imagery, etc. But what if you just stack the bricks without mortar?
 * Mortar terms: General utility terms that allow us to use the brick terms. If...then... Therefore, in contrast to, indicate, consequentially, dependent, leads us to believe.

-Questions:

Can you ever assume that students know academic things? Like how to write a paper if it is assumed to be understood across disciplines?
 * See if they can, do a short pre assessment.
 * No you can't just assume, ask them.

Then what if they can't? Is that the music teacher's responsibility?
 * Either match what they do know how to do, or focus on the problems that relate to your discipline rather than ones like grammar problems that belong in the English class.
 * Work in a cooperating project with the other teachers so your curriculum can be included with theirs.
 * Maybe just cave and spend time on teaching the students how to write a research paper.
 * Outline clearly what your expectations are.
 * Make sure that language and literacy are expected at the same high level in all classrooms.



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.)

2:00 - 2:30 - Is AL a social justice issue? http://vimeo.com/6835396

Additive vs. Subtractive Pedagogies http://www.youtube.com/watch?v=X_KKLkmIrDk


 * Housekeeping: **


 * Read Michie, Chapter 6
 * Pay attention to issues of language and literacy.