Linguistic Features of the Language of Schooling

By Mary J. Schleppegrell. 2001

540 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ee1930f9d626939133de5ca2d5f459657a307c58

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In Developmental and Educational Psychology

In Education

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): “…2004), evolutionary analyses of scientific language (e.g., Halliday & Martin, 1993), analysis of performances at different levels of expertise or in different disciplines (Schleppegrell, 2001; Schleppegrell, Achugar, & Oteı́za, 2004), or analysis of genres used for specific purposes (Swales, 1990).”
The Challenge of Academic Language (2009, background): “Interpersonal stance Expressive/Involved → Detached/Distanced (Schleppegrell, 2001) Situationally driven personal stances → Authoritative stance (Schleppegrell, 2001) 2.”
NAREOR: The Narrative Reordering Problem (2021, background): “Language in school texts follows a characteristic register, which often differs from registers students handle in everyday conversation (Schleppegrell 2001).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…complexity, content, the arrangement structure of ideas, and cognitive demands (e.g., Bailey, 2007; Friedman & Miyake, 2000; Scarcella, 2008; Schleppegrell, 2001; Seigneuric & Ehrlich, 2005) and, therefore, the extent to which specific component skills contribute to comprehension would vary…”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “Texts (oral or written) differ in linguistic and cognitive demands (e.g., vocabulary, the extent to inference; Schleppegrell, 2001; Seigneuric et al., 2000).”
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).”
The Grammar of History: Enhancing Content-Based Instruction Through a Functional Focus on Language (2004, background): “It is not just that the words are different; the way the grammar is deployed and the grammatical choices that realize the texts of advanced literacy are different from the English language that students learn as they enact their daily lives (Schleppegrell, 2001, in press).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Schleppegrell, M. (2001). ‘Linguistic features of the language of schooling’. Linguistics and Education, 12 (4): 431–459. Skyrme, G. (2010). ‘Is this a stupid question? International undergraduate students seeking help from teachers during office hours’. Journal of English for Academic Purposes, 9: ”
Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, background): “…subjects (e.g., a large, prowling ginger cat; Mother mouse; they) and from everyday speech where subjects are typically pronominal (e.g., it, he) and preceded by interpersonal or continuity items 260 FANG, SCHLEPPEGRELL, COX (e.g., well, oh, and, so) (Eggins & Slade, 2004; Schleppegrell, 2001).”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “A register of a language is “the constellation of lexical and grammatical features that characterizes particular uses of language” (Schleppegrell, 2001, p. 431).”
Mastering Academic Language (2013, background): “Schleppegrell (2001) argues that the linguistic expectations of school-based tasks are rarely made explicit to students.”
What's language got to do with it?: A case study of academic language instruction in a high school “English Learner Science” class (2007, background): “…conceptions of academic language ignore other important linguistic features, such as the unique grammatical and discursive patterns that comprise the genres (recounts, narratives, reports, expository essays, etc.) of a content area (Colombi & Schleppegrell, 2002; Schleppegrell, 2001, 2004).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “…2008; Derewianka, 2003; Nippold, 2007; Ravid & Tolchinsky, 2002; Schleppegrell, 1998); and (c) examining the language demands of educational standards, school texts, and achievement tests in U.S. schools (Bailey, 2007; Butler, Bailey, Stevens, Huang & Lord, 2004; Schleppegrell, 2001, 2004).”