Academic English: A Conceptual Framework

By Robin C. Scarcella. 2003

369 citations recorded by the source corpus.

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Citations in the corpus

BICS and CALP: Empirical and Theoretical Status of the Distinction (2015, background): “The BICS/CALP distinction has also been critiqued by numerous scholars who see it as oversimplified (e.g. Scarcella, 2003; Valdés, 2004), reflective of an “autonomous” rather than an “ideological” notion of literacy (Wiley, 1996), an artifact of “test-wiseness” (Edelsky et al., 1983; Martin-Jones &…”
“I’m Not Going to Be, Like, for the AP” (2014, background): “…or a register of English used in professional books and characterized by the specific linguistic features associated with academic disciplines’’ (Scarcella, 2003, p. 9), is an integral part of the larger cultural capital set—along with familiarity with the practices and norms of the school…”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “…also referred to as academic English, is a variety of a register of English characterized by a constellation of linguistic features associated with academic disciplines and books (e.g., Scarcella, 2003) and as such has been referred to as the “language of schooling” (Schleppegrell, 2001, p. 431).”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “…proficiency proposed by different authors support a more comprehensive approach to language and literacy instruction (e.g., see Bailey, 2007; Scarcella, 2003; Schleppegrell, 2004; or the Understanding Language Initiative website at Stanford University, Stanford University, Graduate School…”
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, background): “schools at kindergarten; by middle school, few of these learners need instruction in basic English, yet many lack the academic English vocabulary central to text comprehension and school success (Scarcella, 2003).”
Assessing English-Language Learners’ Achievement (2008, background): “Scarcella (2003) and Bailey (2006) provide elaborate accounts of the range of academic English skills ELL students need to acquire, and Adamson (1993) elaborates how cognitive schema and script theory and Vygotskian theory improve our understanding of how ELLs come to be socialized to participate…”
Language and Literacy for a New Mainstream (2011, background): “Researchers such as Schleppegrell (2004), Christie (1986), and Biber (Biber, Conrad, Reppen, Byrd, & Helt, 2002) examine language and lit eracy as "linguistic activity" (Colombi & Schleppegrell, 2002), focusing on the unique linguistic features and demands that typical classroom texts place on learn”
The Challenge of Academic Language (2009, background): “Scarcella (2003) identifies three dimensions required for academiclanguage proficiency: linguistic, cognitive, and sociocultural/psychological.”
Catching Up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States (2008, unknown): “This supports the assertion of second-language researchers that acquiring basic interpersonal English is a simpler task than acquiring the academic language and vocabulary necessary to comprehend academic texts in English (eg, Collier, 1989; Cummins, 1979; Scarcella, 2004).”
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “Key features of academic language, described by Halliday (1987, 1993), Schleppegrell (2001, 2007), Scarcella (2003), and others, include reduction in use of subject pronouns and action verbs; increase in nominalizations, passives, and embedded relative clauses; and lexicalized discourse, stance,…”
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, background): “…of English reading development among Spanish-speaking LM learners remain lacking, especially during the middle school years when the demands of reading and extracting meaning from text increase (e.g., Bailey, 2007; Fang, 2008; Gandara & Rumberger, 2002; Scarcella, 2003; Snow & Uccelli, 2009).”
EXAMINING MATHEMATICAL DISCOURSE PRACTICES (2007, methodology): “For example, Schoenfeld's (1985) account of mathematicians' problem solving is a cognitive analysis based on think-aloud protocols.”
High Stakes Testing: Issues, Implications, and Remedies for English Language Learners (2008, methodology): “For example, using the sociolinguistic component from Canale and Swain, Scarcella (2003) contends that “academic English builds on and extends the learners’ developing competence in the sociolinguistic component,” in this case, to include the academic functions “such as signaling cause and effect,…”