Academic Language for All

Traditionally, academic language, if taught at all, was taught in isolation as part of a language arts, grammar, sentence structure, or study skills lesson. This has not proven to be efficacious. According to the National Reading Panel, “learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas.”

Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Most recently, the National Reading Panel (2000) concluded that one cannot understand comprehension development without a critical examination of the role played by vocabulary knowledge. Given that students’ success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgency in providing instruction that equips students with the skills and strategies necessary for lifelong vocabulary development.

Direct instruction is an effective approach to promote vocabulary learning. Baker (1995) found that “explicit instruction, either in specific word learning or [developing] strategies for word learning, is generally more effective for [struggling students] than incidental word learning from context or wide reading.” 

Schoolwide Practices:

	Building an Effective Vocabulary Program This practice outlines the elements of a schoolwide comprehensive academic vocabulary program which includes the following four components: 1) Fluent, Wide Reading, 2) Direct Scaffolded Teaching of Critical Words, 3) Teaching Word Learning, and 4) Daily Contexts for Use in Speaking and Writing.
	Choosing Words to Teach It is necessary to prioritize the words to directly teach to students. The three-tier philosophy described in this practice is helpful for selecting the most appropriate words to teach.
	STATS: Schoolwide Techniques for All Teachers and Students This schoolwide practice promotes the use of academic language by encouraging every adult on campus to use academic vocabulary in their communications with students, use hand-raising for asking questions (not giving answers), have purposeful partner talks, and systematically and directly teach academic vocabulary.

Classroom Practices:

	Academic Language Word Games The purpose of this practice is to use word games to engage students to play with language as they generate lists of words that fit a category.
	Building Bridges: Developing Vocabulary and Language Fluency Building Bridges enhances the size and quality of children’s vocabulary by increasing the quality and quantity of interactive conversations between teacher and students.
	Word Wizard: Promoting Word Consciousness Word Wizard encourages students to search their environment (home and school) for and use previously introduced words. This practice provides students the opportunity to transfer word learning to oral and written contexts.
	Wear a Word This practice promotes collective word consciousness within the classroom community. Vocabulary is taught in English with scaffolded support for English language learners.