Academic Language and Literacy by: Gary Cook and Tim Boals

In this particular resource, the focus is on the concept of

academic language and goals that are structured to ensure the clear
understanding for the language and how it can support each childs
growth for the English language. As discussed and acknowledged in
previous articles, the work of Jim Cummins supports the ideas and
principles regarding the language that should be encouraged to be
used in academic contexts and language used for social contexts. The
focus on Cognitive Academic Language Proficiency (CALP) and Basic
Interpersonal Communication Skills (BICS) are two areas of discourse
that are influence and used in the English language.
Due to the changes of sociocultural aspects and language
routines found in the classroom, students utilize specific vocabulary,
grammar and language that are related to the text types and
structures found in the classroom. In various research efforts, many
officials have found approaches to utilizing and instruction academic
language effectively based on students language proficiency levels.
This research will also shape the instructional approaches that will
support ELLs and their needs. For this research, there were specific
goals that structured the basis in regards to the findings and how it
would positively impact the ELLs use and understanding for academic
vocabulary. Based on the findings, the effects of classroom practice will

improve the students knowledge for the content and context while
also improving the designs of the classroom.
As stated in the article, ELLs must be afforded opportunities to
learn the forms of English that all students need to master in order to
excel in U.S. schools. Providing opportunities for ELLs to positive
cooperate, collaborate, and share their thoughts and ideas with
mastery in the classroom, teachers must build a concrete
understanding in how to effectively teach the content and academic
language for students to use confidently in daily experiences.