Linguistics and Education Article Collection. Introduction: Tracing themes in the evolution of the academic language construct

Operationalizing the Access–Voice–Choice Framework for Equitably and Justly Teaching the Language for School Literacy

“…This language tends to be more predictable and pre‐patterned than (for example) the language used for humor or intimate chats (Leung, 2022; Leung & Lewkowicz, 2019). Along with others, our work has sought to make visible the often invisible language resources that readers must use to authentically access disciplinary texts today: words, sentences, and discourse structures that evolved within academic communities of disciplinary practice in order to meet the demands of communicating concepts, generating knowledge collaboratively, fostering community, and conveying nuanced academic stances as well as identities (see also Bailey, 2007; Bailey & Heritage, 2018; Bailey & Wilkinson, 2022; Berman & Nir‐Sagiv, 2007; Berman & Ravid, 2009; Brisk & Tian, 2019; Fang & Schleppegrell, 2010; Haneda, 2014; Heller & Morek, 2015; Lucero, 2012; Nagy & Townsend, 2012; Nippold, 2000; Schleppegrell & Bailey, 2020; Snow & Uccelli, 2009; Uccelli et al, 2015).…”

“…On the one hand, studies suggest that knowledge of LSL is associated with reading (Meneses et al, 2018;Uccelli & Phillips Galloway, 2017) and writing achievement (Figueroa et al, 2018;Phillips Galloway & Uccelli, 2019). Because differences in LSL knowledge levels are the result of unequal opportunities to learn this language, as a matter of equity, all students-not just those who enter schools speaking the societally dominant language variety-must be given the opportunity to grapple with rich content presented in text and use LSL to meaningfully convey thinking (Bailey & Wilkinson, 2022;Walqui & Van Lier, 2010). More important still is the fact that LSL is also useful for critically appraising and challenging colonial, racist, classist, biased, and otherwise oppressive ideologies that permeate disciplinary discourses-and for understanding ourselves as actors capable of contributing and changing these disciplinary communities through participation and the contribution of counter-narratives (Freire, 1970(Freire, /2002Janks, 2009;Kibler et al, 2021;Phillips Galloway & Meston, 2022).…”

“…Even as we work to expand students' access to the current LSL as a matter of equity, Mr. Jackson's question is a reminder that we must also remain aware of the need to disrupt language‐based discrimination and injustice—or what Skutnabb‐Kangas (1989) refers to as “linguicism”—that is often perpetuated through LSL instruction (Janks, 2009; Neugebauer et al, 2023; Uccelli, 2023). The task at hand therefore is a complex one: we must not only identify and seek to counteract the ways in which racism, classicism, sexism, colonialism, and inequalities in power in schools have generally shaped LSL instruction (Bailey & Wilkinson, 2022; Haneda, 2014), but we must also do the imaginative work of creating a new instructional paradigm that puts LSL resources into the hands of students to use this language flexibly and critically to achieve their own transformational communicative purposes (Phillips Galloway, McClain, et al, 2020; Uccelli, 2023). For Canagarajah (2022a), this involves both “delinking” and “relinking,” and is a “risky business” given the ways in which academic discourses tend to function to maintain the status quo (p. 1).…”

Academic Language: Scientific Style of Speech in the Course of Russian as a Foreign Language

“…Отдельный научный стиль языка, используемый для нужд образования и науки, существует не только в русском языке. В англоязычной традиции он называется «академический язык» и признается кардинально отличающимся от привычной разговорной разновидности языка [13]. Подобно ее функционированию в русском языке, лексика академического английского используется не так, как лексика неакадемического языка [10, р.…”

“…Несмотря на распространение и популярность образования на английском языке, многие исследователи признают у студентов наличие проблем с академическим языком как у носителей английского языка (особенно если они владеют «не доминирующей» разновидностью разговорного языка [13]), так и у тех, для кого английский является вторым или иностранным. Так, например, студенты Фиджи после 13 лет школьного образования на английском языке, поступая в вузы, показывают плохое владением академическим языком.…”