The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language

Amy J. Heineke; Sabina Rak Neugebauer

The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language

Amy J. Heineke, Sabina Rak Neugebauer

School of Education

Temple University

Research output: Contribution to journal › Article › peer-review

Abstract

“Academic language” is a term that is thrown around frequently in educational circles, particularly in recent years. Whether in pre-service teacher education with candidates and cooperating teachers preparing for the widely required Teacher Performance Assessment (edTPA; Stanford Center for Assessment, Learning, and Equity, 2016), or in-service teachers grappling with the implementation of the Common Core Standards (National Governors Association, 2010), academic language has become de rigueur a jargon term required for a number of current classroom, school, and university initiatives. But what is academic language?

Original language	American English
Journal	Education: School of Education Faculty Publications and Other Works
Volume	27
Issue number	3
State	Published - Oct 1 2018

Keywords

Academic Language
Teacher Education
Teacher Performance Assessment
Language and Learning

Disciplines

Education
Language Interpretation and Translation

Access to Document

The Complexity of Language and Learning Deconstructing TeachersFinal published version, 276 KBLicense: Unspecified

Cite this

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KW - Academic Language

KW - Teacher Education

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The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language

Abstract

Keywords

Disciplines

Access to Document

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