What Is Academic English?

Children with normal language development come to school at age four or five fluent in their home language. We spend another 12 years attempting to expand this linguistic competence into the sphere of literacy. In the early grades, instruction focuses on teaching students how to decode written text. Effective early reading instruction develops students' awareness of how the sounds of the language map on to written symbols and also encourages them to apply these skills in reading and writing extensively. These early years of schooling are crucial in helping students forge an affective connection to reading and writing. 

The acquisition of fluent decoding skills in the primary grades, however, is only the first step to becoming a strong reader. As students progress through the grades, they are required to read increasingly complex texts both in language arts and in the content areas of the curriculum (Science, Math, Social Studies). 

Effective instruction for EL students and struggling readers will also activate students' prior knowledge and build background knowledge as needed. Learning can be defined as the integration of new knowledge or skills with the knowledge or skills we already possess. It is crucial, therefore, to activate EL students' preexisting knowledge so that they can relate new information to what they already know. 

Identity affirmation is also crucial for literacy engagement. Students who feel their culture and identity validated in the classroom are much more likely to engage with literacy than those who perceive their culture and identity ignored or devalued. Writing for authentic purposes and for real audiences, together with creative project work that will be published (e.g., on a school web site), are excellent ways of reinforcing students' academic and cultural identities. 

Finally, literacy engagement among EL students requires that teachers across the curriculum explain how language works and stimulate students' curiosity about language. Students who gain a sense of control over language will want to use it for powerful purposes.

Reference

Guthrie, J.T. (2004) Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30.

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Jim Cummins is the Canada Research Chair in the Department of Curriculum,Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto. His research focuses on literacy development in multilingual school contexts, as well as on the potential roles of technology in promoting language and literacy development. His recent publications include: The International Handbook of English Language Teaching (co-edited with Chris Davison) and Literacy, Technology, and Diversity: Teaching for Success in Changing Times (with Kristin Brown and Dennis Sayers).