Debating the world – Choosing the word: High school debates as academic discourse preparation for bilingual students

Antilla-Garza, Julie; Cook‐Gumperz, Jenny

doi:10.1016/j.linged.2015.01.001

Cited by 5 publications

(1 citation statement)

References 36 publications

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“…Studies have offered insight into how learners who move between a wider array of speech communities might leverage these resources. In a study focused on high school–age children of migrant farm‐workers participating in a debate league, Antilla‐Garza and Cook‐Gumperz (2015) illustrated how language resources learned in in‐ and out‐of‐school contexts, including through reading, can be taken up flexibly. Through moment‐to‐moment analysis of debate participation, the researchers showed how students purposefully argued from evidence using everyday, spoken language and academic language commonly found in print in both Spanish and English.…”

Section: Readers’ Academic Language Skills and Social Practices: Three Key Understandingsmentioning

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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Section: Readers’ Academic Language Skills and Social Practices: Three Key Understandingsmentioning

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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Academic discourse as situated practice: An introduction

Heller

Morek

2015

Linguistics and Education

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“They ain’t using slang”: Working class students from linguistic minority communities in higher education

Preece

2015

Linguistics and Education

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An impact of globalisation on higher education has been an increase in diversity in the student population in universities in English dominant settings. The increasing diversification has impacted on the linguistic ecology of higher education, resulting in a wide range of linguistic repertoires among the student body. In some institutions, particularly those situated in urban areas, the multilingual classroom may well be the norm. Bi/ multilingual university students form a heterogeneous group, encompassing temporary sojourners and members of linguistic minority communities resident in the host country. These students' linguistic, cultural, ethnic and social class backgrounds impact on their knowledge and experience of using academic language in higher education. In this article, I examine academic language in relation to a group of working class undergraduate university students from linguistic minority communities in the UK. I focus on the 'socio-symbolic functions' (Morek and Heller, this issue) of academic language for the participants in the context of an academic writing programme. I consider their ascribed institutional identity, as remedial users of academic language, and their inhabited identities as bi-dialectal users of English, native speakers of English and as multilingual subjects. I discuss how the participants' ascribed institutional identity erased their bidialectal and multilingual capital and argue that higher education needs to attend to the inhabited identities of working class linguistic minority students in efforts to foster the development of their relationship to academic language.

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Debating the world – Choosing the word: High school debates as academic discourse preparation for bilingual students

Cited by 5 publications

References 36 publications

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

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

Academic discourse as situated practice: An introduction

“They ain’t using slang”: Working class students from linguistic minority communities in higher education

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