Adolescents’ metalinguistic reflections on the academic register in speech and writing

Galloway, Emily Phillips; Stude, Juliane; Uccelli, Paola

doi:10.1016/j.linged.2014.10.006

Cited by 42 publications

(30 citation statements)

References 51 publications

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“…In the continued work to make academic‐language skills visible, we must also be aware of the threat posed by the deficit paradigm that would situate these skills as more valuable than the home literacy skills that learners bring to school. Beyond the language of school, preadolescent and adolescent students participate in many complex ways of using language (e.g., youth, religious, or sports discourses), and therefore, pedagogy needs to value, recognize, and build on students' existing knowledge of outside‐of‐school language to scaffold the expansion of the particular repertoire relevant for learning at school (Phillips Galloway, Stude, & Uccelli, ).…”

Section: Discussionmentioning

confidence: 99%

“…As a later outcome of this research line, we could envision a pedagogically informative tool that would serve to make school‐relevant language skills visible to teachers and students. Instead of a tool intended to measure individual performance, a desirable scenario would be to develop one that offers a classroom portrait as part of a comprehensive approach to understand the linguistic composition of a class, including classroom discourse observations and data on students' voices and reflections about the language of school (Phillips Galloway et al., ). Far from attempting to assess individual students, our goal is to develop tools to support teachers in being more attuned to the language needs of their students.…”

Section: Discussionmentioning

confidence: 99%

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Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

Uccelli¹,

Galloway²,

et al. 2015

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Despite a longstanding awareness of academic language as a pedagogically relevant research area, the construct of academic language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic language proficiency construct, Core Academic Language Skills (CALS). CALS refers to a constellation of high-utility language skills hypothesized to support reading comprehension across school content areas.Using the CALS-I, a theoretically grounded and psychometrically robust innovative instrument, we first examined the variability in students' CALS by grade, English proficiency designation, and socioeconomic status (SES). Then, we examined the contribution of CALS to reading comprehension using academic vocabulary knowledge, word reading fluency, and sociodemographic factors as covariates. A linguistically and socioeconomically diverse crosssectional sample of 218 students (grades 4-6) participated in four assessments: the CALS-I, a standardized reading comprehension assessment (GMRT), an academic vocabulary test (VAT), and a word reading fluency test (TOSWRF). GLM analysis of variance revealed that CALS differed significantly by grade, English proficiency designation, and SES, with students in higher grades, English proficient students, and those from higher SES backgrounds displaying higher scores, on average. Hierarchical multiple regression analyses identified CALS as an independent predictor of reading comprehension, even after controlling for academic vocabulary knowledge, word reading fluency, and socio-demographic factors. By specifying a set of language skills associated with reading comprehension, this study advances our understanding of schoolrelevant language skills, making them more visible for researchers and educators.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

Uccelli¹,

Galloway²,

et al. 2015

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“…Readers have the agency to assume or resist the identities ascribed to them by the language of an academic text, which in turn may be related to their levels of reading engagement or persistence (Heller & Morek, 2015;Phillips Galloway, Stude, & Uccelli, 2015;van Lier & Walqui, 2012). Existing psychological models of reading comprehension conceptualize reader engagement through the lens of motivation, often failing to acknowledge the potential role of reader identity alignment or misalignment (Frankel & Fields, 2019;Hall, 2016).…”

Section: Acknowledgment Of the Role Of Reader Identity And Agency In mentioning

confidence: 99%

Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding

Galloway

McClain

Uccelli

2020

Reading Research Quarterly

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Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context‐embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a series of studies that have informed the science of reading by making visible a precise set of high‐utility academic language skills that support informational text comprehension during middle childhood (ages 9–14). Studies have suggested that these skills develop gradually throughout adolescence and significantly contribute to reading comprehension. Drawing on this research with the goal of informing the science of reading, the authors suggest that academic language comprehension involves for the reader (a) familiarity with a set of academic language forms commonly found in school texts, (b) experience with the sociocultural practices of understanding and using the academic language of text within a particular sociocultural community, and (c) aligning with or resisting the reader identities implied by the language of a text. The authors suggest that innovative research and pedagogical approaches are needed to broaden the conceptualization of language and reading comprehension relations from purely cognitive into one that embraces the reader’s interaction with a text as a sociocultural phenomenon.

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“…In addition to examining how students approach linguistic data and tasks, several studies (e.g., Galloway, Stude, Uccelli 2015;Lo Duca 2004, 2012a, 2012b, 2018a, 2018bMyhill, Jones, Wilson 2016; Svalberg 2015; Toth 2019; Watson, Newman 2017) point towards the importance of discussion based on the observation of linguistic data in developing the language awareness of students. Discussion enhances metalinguistic understanding by directing the student's attention to relations between form, meaning and function (Myhill, Jones, Wilson 2016, 37), and exploiting the student's implicit competences and natural curiosity towards language (Lo Duca 2004, 2018a.…”

Section: Collaborative Construction Of Language Awarenessmentioning

confidence: 99%

9 | 3 | 2020

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Certificazione scientifica delle Opere pubblicate da Edizioni Ca' Foscari-Digital Publishing: tutti i saggi pubblicati hanno ottenuto il parere favorevole da parte di valutatori esperti della materia, attraverso un processo di revisione anonima sotto la responsabilità del Comitato scientifico della rivista. La valutazione è stata condotta in aderenza ai criteri scientifici ed editoriali di Edizioni Ca' Foscari. Scientific certification of the works published by Edizioni Ca' Foscari-Digital Publishing: all articles published in this issue have received a favourable opinion by subject-matter experts, through an anonymous peer review process under the responsibility of the Scientific Committee of the journal. The evaluations were conducted in adherence to the scientific and editorial criteria established by Edizioni Ca' Foscari.

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Adolescents’ metalinguistic reflections on the academic register in speech and writing

Cited by 42 publications

References 51 publications

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding

9 | 3 | 2020

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