518+-+Agenda+-+9.21.16

Learning Goals:

 * Begin to articulate a robust definition of academic language.
 * Begin to identify specific ways academic language is used in various discipline.
 * Explore ways language and literacy function to mark, include, and exclude people.

8:00 - 8:10 - Welcome and Agenda
 * Notetaker: nancyuser:npizano

8:10 - 8:35 - Continue conversation based on these videos: How do language and literacy function to mark, include, and exclude people?
 * [] - Sherlock Holmes
 * Sherlock is sitting with someone charged with a crime and the suspect has really bad grammar, and Sherlock spends entire time correcting it
 * [] - HUD
 * One man calls apartments using different accents and whenever used non-white accents, the apartment people would say it was not available anymore
 * [] - Ebonics
 * Ask or Ax: African American man focuses on "educating" the black community on proper English in order to succeed
 * [] - Broken English
 * To "correct" the language of black students it to take away from their voice: we shouldn't teach standard English but how do we frame it
 * MINGLE, MINGLE, MINGLE Activity
 * Discuss question above, then "What would Zwiers say about these videos?"

Connections to Michie, chapter 1 - What's a bill? Academic language is not "here's the word and definition." Michie doesn't know what to do, he kind of rolls with it, and ends up with the trial activity led by the students. (role of facilitator) In order to guide/map Michie's experience back to academic language, Zwiers would say talking about the experience that just happened with more academic language during reflection/debriefing in a way that is not trying to supersede student's language. Teaching them the words that are used during a trial, explaining how lawyers use different words than the ones used in the class trial, write them on the board, etc. (so during the activity is not the time to do so because then it shuts down the activity, kills engagement and understanding) People just don't know that we are not all gangbangers or drugdealers We are people too We didnot all cross the boarder for some of us the boarder crossed us We don't always go looking for truble truble sometimes comes to us So you can't say you know me  'cause you don't  You don't know where I'm coming from and you don't know where I'm going

- Julio, 14 (Michie, p. xxxiii) If all grammar errors are correct in this poem, does it have the same powerful message? By correcting it as a teacher, you give back the poem to the student with red markings and they think they failed.

What then is our responsibility as educators in regards to supporting academic language development? Our role is to develop academic language in a way that they know it's expected but not taking away the culture or devaluing our students. Our responsibility to give them multiple opportunities to develop their language and to be patient. Understand that academic language is like a 2nd or 3rd language, so native tongue not discredited but rather by being able to speak another language, you are more well-rounded and can use different "dialects" in different situations (frame academic language as an additive and agency). Find ways to build up their academic language while being transparent about it. Modeling and recasting is a way to promote the use of academic language without devaluing, and having activities with different focus (some might focus more on academic language, others not) so that they have variety. Model to students that we as educators do both; we may not think in academic terms but then we are able to translate it.
 * How can I avoid linguistic enabling while also not de-valuing the diverse forms of communication employed in my classroom? (Brandy)

8:35 - 9:00 - What is academic language? Tracking our evolving definition. . . media type="custom" key="28722284"

9:00 - 9:45 - Uncovering academic language PE: anatomy/physiology (vocab), research article, problem-solution manuals/guidelines, cause and effect, instructions SS: technical vocab, themes, primary sources (older language), need for prior knowledge (basic info on geography, culture), long-complex sentences, not completely objective (subjective) Science: assumes prior knowledge, familiar words with different meanings, composite (lots of meaning packed into words and phrases), abstract concepts, schemas used to represent abstract thoughts (graphical but not transparent) ELA: long complex sentences, artistry (sarcasm, irony, not at face value always) - layers of meaning, cultural commentary (differs from author to author: also in SS), prior access to a canon, crosses disciplines (like SS) Spanish: sociocultural foundation, all unfamiliar (grammar, vocab), complex-sentence/artistry at higher levels Math: symbols, problem solving, prior knowledge, process, proof, familiar words with math meaning, dense (shorter sentences), visual representations, abstract
 * 1) Share a text with a colleague outside your discipline
 * 2) Read the new text. Note language and text features that are difficult for you to comprehend.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">What kind of instructional scaffolding would you need to //learn from// this text?
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Discuss your experience with your partner.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Whole group discussion - What new insights have we gained into a) what academic language is and b) what types of instructional scaffolding is needed.

<span style="font-family: Arial,Helvetica,sans-serif;">user:barippon
 * [[file:Otheguy and Stern- spanglish.pdf]]Kayla Matthews- academic text
 * [|Reactor Analysis - starting on page 529 of the pdf]
 * [|Detection of Protein S-Sulfhydration by a Tag-Switch Technique] Christian
 * [|Edward Said pp.19-31] "Two Visions in //Heart of Darkness//" from the book //Culture and Imperialism//, 1993 user:katherinedynes
 * [[file:faulkner, death.docx]] user:lsimeon2



9:45 - 9:55 - Break

9:55 - 10:30 - Pinning down academic language
 * []

>
 * Jack Sparrow (aka Ben): <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif;">When I get the Pearl back, I'm gonna teach it to the whole crew, and we'll sing it all the time.
 * Elizabeth (aka Matt): <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif;">And you'll be positively the most fearsome pirates in the Spanish Main.
 * <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; text-align: left;"> Jack Sparrow: <span style="background-color: #ffffff; color: #333333; font-family: Arial,Helvetica,sans-serif;"> Not just the Spanish Main, love. The entire ocean. The entire wo'ld. Wherever we want to go, we'll go. That's what a ship is, you know. It's not just a keel and a hull and a deck and sails, that's what a ship needs but what a ship is... what the Black Pearl really is... is freedom. [|Link]

What academic language really is...

AL **IS**:

AL **NEEDS** (what are the elements of AL):

media type="custom" key="28200319" 10:30 - 10:50 - Housekeeping
 * We'll work more with Kinsella's vocabulary teaching PD next class (vocabulary teaching module)
 * Syllabus questions?
 * Field experience questions?
 * See the field-related documents on the main agenda page
 * Co-observation window - 915 - 10/4
 * Upcoming assignments:
 * Zwiers, chapters 5-6 - Bring tangible evidence that you have read. Choose a strategy that works for you.
 * Text Talk - chapter 5 -Kayla, Brandy
 * Text Talk - chapter 6 - Leah, Nancy
 * Michie, chapter 2
 * As you read chapter 2, think about the relationship between language and identity and how we judge people based on language. Also, while you are reading, identify one or two paragraphs that especially intrigued you. What question(s) would you ask the author about this passage? Why? Write your question(s) on a sticky note and place it next to the passage.
 * Bring a text or assignment from your field placement for which you could design some academic language scaffolding