Academic Language in Teaching and Learning

By Mary J. Schleppegrell. The Elementary school journal, 2012

195 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8db4c3798201678cbfc7705830f050c211f5ec45

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In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

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): “…school texts throughout the upper elementary school years and beyond (Bailey, 2007; Biancarosa & Snow, 2004; Chamot & O’Malley, 1994; Cummins, 1981, 2001; Scarcella, 2003; Schleppegrell, 2004, 2012; Shanahan & Shanahan, 2008; Snow & Uccelli, 2009; Valdés, 2004; Wong-Fillmore & Fillmore, 2012).”
The Role of Metalanguage in Supporting Academic Language Development. (2013, background): “On the other hand, many of these children have few opportunities outside of school to learn or use the academic language needed for success in school contexts (Schleppegrell, 2012).”
Linguistic simplification of mathematics items: effects for language minority students in Germany (2015, background): “This assumption is based on the notion that—except for specialized academic vocabulary—the various features of academic language are only rarely explained in classroom discourse and, therefore, have to be acquired outside of school (Komor and Reich 2008; Schleppegrell 2012).”
Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty (2019, background): “Academic language promotes engagement in activities and learning in the content areas (Schleppegrell, 2012).”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, background): “Mathematics Vocabulary in Instruction Schleppegrell (2012) called for the focus on academic language from the early elementary grades, but educators provide students with few opportunities to explicitly learn mathematics vocabulary (Monroe & Orme, 2002).”