Introducing the Key Uses of Academic Language

MELED Conference 2015Cynthia Lundgren, Ph.D.English Language Development Researcher WIDA Consortium at WCER University of Wisconsin-Madison

2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

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ARGUMENT NATIONAL FOREST

Introducing Key Uses Four Key Uses have been identified as

important elements of academic

language:ARGUE

EXPLAINRECOUNTDISCUSS

• The term Key Uses is used to describe a multi-functional way of using language for specific purposes

• Typifies ways in which students are expected to use language across academic contexts

• Language demands align better with academic standards – CCRS, NGSS

Content Area Standard

Social Studies D2/ His./16.3-5 Use evidence to develop a claim about the past.

Language Arts CCRS.ELA-Literacy RI.4.8Explain how an author uses reasons and evidence to support particular points in a text.

Science NGSS Practice 7Engaging in argument from evidence…constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.

Math Math Practice Standard 3Construct viable arguments and critique the reasoning of others.

ARGUEto make a claim and support it with

evidence

wit

Language used to ARGUE Examples Evaluative language that suggest writer’s stance, voice, or attitude

Important, rampant, critical, vital, obvious, responsible thing to do, essential, significant

Modals of obligation Should, could, must

Neutral stance (v. I statements)

Cell phones should be allowed in school. (NOT I think we should allow…)

Factual language Data indicate, studies showed that… Connectives related to reasoning

Therefore, so, because of that, the first reason

Appealing to peer audience Students can get a hold of parents or authorities in time of emergencies.

Mosaic of Theories Informing Key Uses

Genre Theory (Halliday, Martin &

Rose)

Systemic Functional Linguistics (Halliday,

Christie & Derewianka,

Schleppegrell)

Communicative situations and

purposes (Vygotsky, Zwiers)

Interaction and purposeful

discourse (Vygotsky, Zwiers)

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Three Key Shifts

1. Language is inseparable form all human action. Grammatical structures are subservient to action (van Lier & Walqui, 2012).

2. Language is a meaning-making resource and empowers students to use language strategically (Derewianka & Jones, 2012).

3. Language usage is contingent upon purposes and uses and it spirals in power across time (Christie, 2008; Christie & Derewianka, 2012).

Type Example Cyclical What is the life cycle a butterfly?

Causal What causes a volcanic eruption?What natural factors contribute to the erosion of rock?

Sequential How are hurricanes formed?How are marbles made?

Systems How do the branches of government work together to support a democratic government?

EXPLAINhow something works or why something

happens

Language used to EXPLAIN Examples

Complex noun groups to add precision

Total lunar eclipse (v. eclipse)

Nominalization to sound concise

This occurrence is called…

Passive voice to talk about the object undergoing the process

The light from the sun is blocked

Action verbs to explain cause Occurs, happens when, started from, caused by

Causal connectives As a result, for that reason, as a consequence, because of this,

Type Example Personal narrative and Stories

Student: Teacher, my mom and dad took me to the zoo last night for my birthday. We saw a gorilla on a tire swing. Can we get tire swings on the playground?

Knowledge displays

Teacher prompt: Who can tell me what happened in the story?Student 1: The girl saved up money.Student 2: And she bought a goldfish that grew really big.

Procedural and Informational RecountsScience

Lab report assignment:Overview, Hypothesis, Steps, Results, Conclusion

Social studies Teacher question: What was the economic impact of the Civil War on the Northern and Southern states?Student: It stimulated industry and manufacturing in the North. For the South, they lost their export trade because their trade routes were blocked by Union soldiers. Also, the cotton fields weren’t being worked due to loss of slaves, and a lot of the battles were fought there too.

RECOUNTto display knowledge; narrate

and provide information

Information Report: German-Jewish Immigration: Challenges in a New LandPile, M. (2005) National Geographic Society

Between 1933 and 1940, about 90,000 German-Jewish refugees came to the United States as immigrants. The Jewish refugees met many challenges in the United States. Many could not speak English and found it hard to find work. Learning to speak English was an important step toward taking a full part in American life.

The people who fled from the Nazis came from many walks of life. Many had worked as bankers, shopkeepers, professors, or scientists. Most of these new immigrants settled in or near New York City. Some Jews arriving in the United States already had relatives living there. These relatives were able to support them as they adjusted to their new lives. There were also Jewish support agencies, which could provide loans and other help to newly arrived immigrants. These agencies also found jobs for some immigrants.

Language used to RECOUNT Examples

Past tense

Noun phrases

Time frame reference

Verb phrases with adverbs to add detail

Synonyms (lexical cohesion) to build coherence

Demonstratives

Embedded clauses to add detail

Language used to RECOUNT Examples

Past tense …. had worked, settled, were able to… came to the US, met many challenges

Noun phrases newly arrived immigrants, German-Jewish refugees, an important step

Time frame reference Between 1933 and 1940…

Verb phrases with adverbs to add detail

Met many challenges… could not find work…

Synonyms (lexical cohesion) to build coherence

Some Jews, many new immigrants, many people…

Demonstratives These were…. These relatives… these agencies….

Embedded clauses to add detail …. which could provide loans…. ….who fled from the Nazis….

DISCUSSto engage in a topic for the purpose of co-

constructing knowledge in ways that are appropriate for the socio-cultural context

Interaction Type Socio-cultural elements

Questioning • Relationship and hierarchical standing to adjust language according to audience

• Recognizing, responding to, and using facial expressions, gestures, body language and intonation to support meaning-making

• Tracking the person speaking• Turn-taking and shared social conventions

– interrupting, clarifying, expanding, challenging

• Awareness of group dynamics and norms• Taking the floor, holding the floor• Using language to include (or exclude)

others• Inviting (dismissing) participation

Contradiction/ Disagreement

Encouraging/ Maintaining

Opinion/Perspective

Summarizing/ Paraphrasing

Elaboration

What implications do

Key Uses of language have for

teaching?

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Resources For Further Exploration

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