The document discusses academic language and its components. It defines academic language as the ability to construct meaning from oral and written language, relate complex ideas, recognize different genres, and use linguistic strategies to communicate. It identifies the main components of academic language as discourse features, language functions, grammar/syntax, and vocabulary. It also notes that language proficiency involves the language associated with different content areas, while content knowledge reflects what and how of a content area.

1. WIDA Consortium

2. WIDA Consortium
Variations of Language
Adapted from Zwiers (2008)

3. Academic Language
• Functional Approach (Halliday, 1975)
• BICS and CALP (Cummins, 1979)
• Sociocultural context of language learning
(Brice Heath, Richard-Amato, Snow, 1986)
• Academic LanguageS (Lemke, 1990)
• Discourses (Gee, 1996, 2004)
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4. Academic Language in Context
• Culturally responsive pedagogy
(Ladson-Billings, 1994)
• Language of schooling
(Schleppegrell, 2004)
• Funds of Knowledge
(Gonzalez, Moll & Amanti, 2005)
• WIDA’s Can Do Philosophy
(2004, 2007, 2012)
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5. Defining Academic Language
Academic language refers to the abilities to
construct meaning from oral and written
language, relate complex ideas and information,
recognize features of different genres, and use
various linguistic strategies to communicate.
Dutro & Moran (2003)
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6. Academic Language Components
Discourse Features
Language Functions
Grammar/Syntax
Word/vocabulary
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7. Language & Content
• Language proficiency involves the language associated with the
content areas.
• Content knowledge reflects the declarative (what) and
procedural knowledge (how) associated with the content.
WIDA Consortium