Running Head: ACADEMIC LANGUAGE IN THE CLASSROOM 1

Effective Methods of Implementing Academic Language in the Classroom

Shannon Lawler

Franciscan University of Steubenville

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Introduction

The classroom is an environment in which many different activities occur throughout the

day. Students receive new content in subject areas such as math, science, social studies, English

language arts, and writing. This content has the ability to be delivered using a multitude of

mediums such as textbooks, PowerPoint presentations, hand-written notes, or lectures. These

components of a classroom environment can be compared to the walls of a house; while they are

necessary elements, they are useless if they lack a foundation. Academic language is the

foundation of a successful and effective classroom environment. Academic language is known as

the language used in a classroom that is necessary for a student to learn. This language can be

found in textbooks, on tests, and in everyday conversation between teachers and students. Every

student enters the classroom with a history of prior learned academic language, but it is the job of

the teacher to instruct the students with the dictionary of academic language in relation to a

specific content area.

This topic is of interest to me because I am fascinated by the transformation of students’

language from the first day of school to the last. Students enter the classroom as a mere ball of

clay, but due to the instruction of the teacher, leave as a beautifully sculpted piece. Their

academic language is not temporary but rather ingrained in their minds for years to come. The

process of scaffolding is incredible and deserves to be studied. I was interested in discovering the

methods behind increasing academic language in hopes of using these methods in my future

classroom to help form my students into the best versions of themselves.

Purpose

The classroom is an incredible environment in which many elements join together to

support the understanding and comprehension of new content. The classroom environment has
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great potential to develop academic language in the minds of all learners, even those of young

age. Through this action research, I plan to answer the question: which strategies are the most

helpful, realistic, and successful in actively developing academic language in students so that

they may be exceptional readers? It is my goal to discover these strategies in order to assist in the

development of the whole person in the classroom.

I plan to use this research question as a solution to the problem found in classrooms

across the country. The problem in classrooms is students’ lack of understanding of academic

language. It is the case in many classrooms where students are not fluent in the academic

language of the content area and instead, rely on rote memorization to complete tasks. This

practice leads to inefficient learning that leaves the students’ minds the next day. In order for

learning to be truly successful, students must become fluent in academic language. I will collect

data from teachers of varying grades and types of schools through an online survey. This data

will serve as a catalyst in a greater understanding of how to implement academic language in the

classroom.

I hypothesize that the teachers I survey will respond with similar methods. I think that

most teachers will be aware of the use of academic language in the classroom. I believe that most

of the teachers I survey will teach students with IEPs, and these teachers will be the responses

with the most methods described. The teachers who do not teach students with IEPs will not

have as extensive of responses. I hypothesize that the most common method will be either a

classroom word wall or word of the week. These are the methods that I am most familiar with

and have seen most frequently in classrooms.

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Review of Literature

Throughout elementary school, children’s language develops at exponential rates. It is

crucial for teachers to be cognizant of the ways in which their language is growing and have a

deep understanding that an increase in academic language is the goal. Barnes (2016) conducted a

case study in order to present techniques for identifying, establishing, and teaching academic

language in the classroom. This researcher collected and analyzed data from 52 Head Start

prekindergarten classrooms in the southeastern area of the US. The goal of collecting this data

was to determine features, settings, and materials that were being used in the classrooms that

promote the healthy development of academic language. The methodology in this study

consisted of transcribing videotapes of teachers in three different settings that included book

reading, whole-group content lessons, and small-group content lessons. Within these settings,

Barnes searched for structural components such as sophisticated vocabulary, complex syntax,

diversity of words, and word count. In conducting this study, Barnes and her team found that the

school day is full of opportunities to encourage the development of academic language in the

classroom! Book reading allows students to see the difference between casual conversation and

academic language. Teachers may also use specific books to show descriptive language and

different formulaic openings. Whole-group content instruction showed to be the most effective

method for developing students’ academic language. In this setting, teachers were able to engage

in conceptually rich discussions that incorporate diversified vocabulary. Whole group content

also offers students new content and provides opportunities to add to previous knowledge. Small-

group instruction was the setting that contained the least amount of academic language. Rather,

this setting was ideal for the instruction of skill, high student engagement, extended
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conversations between teachers and students, as well as hands-on exploration of the classroom

materials.

The author of this article was successful in showing the reader three effective methods of

incorporating academic language in the classroom. The article is written in a way that is

articulate and thorough in the process of explaining the purpose of the study. It was helpful to

have extensive definitions of the terms being used in the study (i.e. academic vocabulary,

academic language, complex syntax, and discourse functions and registers). This aspect of the

article allowed the reader to take the place of the researcher and truly understand and analyze the

data. While this article was easy to comprehend due to the lack of graphs and tables, the one

figure that described their findings was confusing. At a glance, the bar graph seems simple to

understand, but the author seemed to forgo any explanation of the data. The terminology was not

discussed in depth and therefore may have left the reader confused. This article is helpful in the

study of academic language in the classroom. It lends to those wondering which settings within a

classroom are most beneficial for promoting academic language. In terms of future research or

improvements, it would be valuable to see an example of the conversations that the researchers

recorded in the classrooms. These examples would act as templates for those interested in

implementing the methodology presented in this study.

While it may be helpful to have tools to implement academic language in the classroom,

it is important to make sure that the methods being used are extensively tested. Through

experimentation, Smith, Sanchez, Betty, and Davis (2016) have created a method that increases

academic language in students. In this article, the authors discuss the Four Corners Vocabulary

Chart (FCVC) and the ways in which it is an optimal and worthwhile tool in the classroom. The

participants used in this research were two students in a fifth-grade classroom, both of which
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were native speakers of either Vietnamese or Spanish. The method of this research was to

implement the FCVC into the science curriculum. Whenever new vocabulary words were

introduced in the lesson plan, the FCVC was used. To begin, students wrote the vocabulary term

on one side of the note card, and on the reverse side, split the card into four corners. In the top

left, students drew a picture of the term. In the top right, students wrote synonyms for the

vocabulary word. In the bottom left, students wrote the word in a sentence. Lastly, in the bottom

right, students wrote the definition of the term in their own words. The FCVC can be modified

for English Language Learners by including the terms in their native language or by using levels

of English that match their proficiency. After using this method in the science curriculum, the

authors found that it was very successful. The FCVC allows students to develop a deep

understanding of the vocabulary as opposed to just strictly memorizing a word. The most

beneficial part of the tool is the definition aspect. The authors found that when students put the

definition in their own words, they were able to succeed in comprehension because it meant

something to them. They were not memorizing someone else’s words, but rather their own

individual thoughts. This proved to be extremely successful.

The aspect of this article that proved to be the most worthy is the practicality of the

method described. The reader is able to read the article from start to finish and gain a new

strategy, ready to be implemented in the classroom. While this article is scholarly and provides

insight into teaching, it also gives practical guidelines to improving comprehension in the minds

of learners. The writing style was also easy to comprehend. The one difficult aspect of the article

was the lack of clarity in the conclusion. The authors failed to discuss new thoughts and simply

reiterated what was already stated. It would have been more helpful if the authors offered new

insight on the topic.

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The article is relevant because it is from the perspective of a pre-service teacher, writing

from her experience in the classroom. This perspective is not only comforting but reassures any

pre-service teachers reading the article. Her positivity and enthusiasm for teaching inspires the

reader to make a positive change in the classroom. It is also relevant because the strategy

discussed (FCVC) directly correlates to the comprehension and development of academic

language in the classroom. For future research, it would be interesting to see this strategy

implemented in other subjects such as mathematics or history. This would ensure the reader that

the strategy is worthwhile across the curriculum, not just in a science classroom.

Academic language is a diverse term and can be applied in any environment. The

preschool learning environment is one setting where academic language is of utmost importance.

In this article, Luna (2017) makes the argument that when the preschool environment is rich in

academic language students are more likely to succeed in later years. This article features an

experimental ethnographic study that involves 3 classes of 4-year-old students, totaling 37

students and 4 teachers. These students attend a dual-language, English-Italian private pre-school

that serves middle-class families. The classrooms in which this study was conducted are play-

based and feature elements from the Regio Emilia approach to learning. Luna makes her case in

this article by presenting five strategies for teaching academic language.

The first strategy is teacher-managed literacy activities. These activities are also known

as sharing time, book reading, and language games. The activities are effective due to the fact

that students hear academic language in a contextualized format. The second strategy is

intentional book choices, where educators choose different styles of text to provide diversity in

student choice during reading time. When narrative books are read in class, students are exposed

to a more sophisticated language, which includes abstract concepts, complex vocab, and
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metaphors. The third strategy is connecting words and world, where teachers bring in real life

experiences that activate children’s prior knowledge. When students are able to make

connections, they are more likely to be interested in learning new academic language. The fourth

strategy is modeling and scaffolding. In this strategy, teacher talk is emphasized.

Microscaffolding (modeling, repeating, rephrasing, etc.) and macroscaffolding (creating space,

prompting with questions, etc.) are used together to build upon students’ language and creating

more space for new academic language. The fifth strategy mentioned in this article is nonverbal

cues. These cues can be anywhere from pictures or videos to drawings and gestures. They are

used to support students’ recall, elaboration, and organization of events. The nonverbal cues are

effective in a preschool classroom because they give the students the opportunity to engage and

understand in the content being taught.

I thoroughly enjoyed reading this article, and I especially enjoyed Luna’s writing style. It

is a worthy article because of the concrete and practical examples she gives after each strategy

mentioned. It was helpful to read the script of a conversation in which the strategy was being

implemented. One difficult aspect of this article is its length. I would have loved to read more

about the strategies mentioned and gained new knowledge on some of the terms listed. While the

length was not what I had hoped it to be, I believe that the purpose of this article was to give

educators and pre-service teachers short, practical scenarios to implement in the classroom. It

was not intended to be a full-length research article. It adds depth to my Action Research Paper

and brings in new elements that I have not read about before. It is also interesting to include

articles that discuss studies conducted in so many different classrooms. I think it is going to

enhance my studies to have research from preschool, elementary, middle, high school, and even

college classrooms! For future research, I would find it interesting to see data on the strategies
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listed and which was most effective. I believe there is room for improvement in this article, but

as a whole, it is not lacking any serious components!

Methodology

In order to understand the effectiveness of academic language in the classroom, I knew

that a survey would be the most fitting. Using a survey allowed me to collect data in a timely

fashion and left a margin for free response. This combination of data collection left me with a

wide range of responses necessary to answer my research question. In terms of participants, I

chose to survey teachers. I made this decision because teachers are the vehicles for new content

to be transported to students. The classroom teacher plays a key role in the development of

academic language because every action in the classroom has purpose and intention. I knew that

if I wanted to find the most effective method to develop academic language, I would need to go

directly to the source – the teacher. I received responses from teachers of various classroom

grades from all across the United States.

To collect data from these teachers, I used the website Survey Monkey. I was able to

create open responses and multiple-choice selections to ask questions. The survey totaled 7

questions and on average, took approximately 2 minutes and 15 seconds to complete. Along with

the survey, I also reviewed several peer-reviewed articles to give my research depth. These

articles allowed me to gain new perspectives on academic language in the classroom. I was also

able to learn more about different classroom styles and pedagogical methods.

Findings

Upon completion of collecting data from the surveys, I began to organize the

information. After inputting the data into an Excel document, I found that out of twenty teachers

surveyed, ten taught in a private school, nine taught in a public school, and one taught in a
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charter school. In total, I surveyed five pre-school teachers, three kindergarten teachers, two first

grade teachers, two second grade teachers, three third grade teachers, one sixth grade teacher,

two seventh grade teachers, and two eighth grade teachers. Approximately 70% of the teachers

taught students with an individualized education plan (IEP), while 30% of the teachers reported

that they did not teach students with IEPs. Out of the 70% of teachers who teach students with

IEPs, six teachers listed Autism as one of the disabilities. Other disabilities included oppositional

defiant disorder, emotional and behavioral disorders, ADHD, specific learning disabilities,

dyslexia, processing delays, multiple disabilities, hearing impairment, speech and occupational

therapy, and Down syndrome.

charter  
Type  of  School   Do  You  Teach  Students  
5%   with  IEPs?  
no  
30%  
public  
private   50%  
45%  
yes  
70%  

What  Grade  Do  You  Teach?  

7th  
5th  
3rd   amount  of  teachers  
1st  
pre-­‐school  
0   1   2   3   4   5   6  

When I originally sent out the survey, I expected to receive similar answers from each

teacher. Instead, each teacher suggested different methods for implementing academic language
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in the classroom. With each unique response, I grew more and more frustrated due to the

outcome of the survey. After spending time with the responses and connecting them to the

literature I had previously read, I began to see a single, common thread running through each

answer. The responses varied from guided notes and verbal explanations to direct instruction and

word walls. Five teachers suggested direct instruction and three teachers suggested word walls.

Others encouraged the methods of vocabulary journals, guided conversations, teacher modeling,

textbooks, and sight word lists. One teacher advised the use of trade books while another

suggested a more hands-on approach to introduce academic language in the classroom. The

common thread through each method introduced in this survey is repeated exposure.

Recommendations

Through conducting a survey with twenty teachers from across the country as well as

reviewing several sources of literature, I have concluded that the most important element in

implementing academic language in the classroom is repeated exposure. The three literature

articles I reviewed contain practical methods with which teachers are able to incorporate

academic language into the classroom. These methods include book reading, small and whole

group instruction, the Four Corners Vocabulary Chart, teacher-managed literacy activities,

intentional book choices, real-life experiences, modeling and nonverbal cues. The methods I

gathered from teachers across the country were similar to these activities. Each approach

gathered through this research is centered upon active engagement between the student and the

academic language.

Although I gained new information on the subject and was informed on new methods to

be used in the classroom, this research contained limitations. The first limitation is the method

itself. The survey length limited me from learning more information such as teacher background
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and opinion. It would have been helpful to interview the teachers instead to make it more of a

personal experience. The second limitation is the sample I used for the study. While I was able to

use the amount of responses I received, it would have been even more beneficial to have more

responses. As a college student, I am limited in the crowd with which I was able to survey.

In terms of recommendations for research, it would be interesting to see an increase of

the study of academic language. It is a foundation to every element of learning and is worthy of

studying. In particular, it would be interesting to see the effects of integrating the development of

academic language using the same method from pre-school until grade eight. This continuous

study will show the reader the benefit of a particular strategy. While teachers would be able to

adapt it to the grade level necessary, the main components would remain the same. An intriguing

subject matter to conduct this study with would be reading. Beginning with letter recognition in

pre-school and kindergarten and following all the way to the meaning and symbolism of words

in the eighth grade, this method of integrating academic language would remain unwavering.

Future research also has the ability to uncover new and dynamic techniques to increase

the effectiveness of incorporating academic language into the classroom. One technique that may

increase effectiveness is implementing a course in which teachers are instructed on how to

manage a classroom that is founded on the integration of academic language. This course of

professional development and pedagogical methods would equip teachers with activities and

instruments to use in the classroom. Research in this area would create new opportunities for

professional development and lifelong learning.

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References

Barnes, E. (2016). Academic language in early childhood classrooms. The Reading Teacher,

70(1), 39-46.

Gurses, M., Adiguzel, O. (2013). The effect of strategy instruction based on the cognitive

academic language learning approach over reading comprehension and strategy use.

Journal of Education and Learning, 2(2), 55-68.

Luna, S. (2017). Academic language in preschool: Research and context. The Reading Teacher,

71(1), 89-93.

Neal, H. (2015). Theory to practice: Cultivating academic language proficiency in developmental

reading classrooms. Journal of Developmental Education, 39(1), 12-17, 31-34.

Smith, S., Sanchez C., Betty, S., Davis, S. Processing academic language through four corners

vocabulary chart applications. The Catesol Journal, 28(1), 69-80.

Soto-Hinman, I. (2011). Increasing academic oral language development using English

Language Learner shadowing in classrooms. Multicultural Education, 1(1), 20-23.

Appendix A

I used the following survey to collect responses from teachers.

Question 1: What grade level do you teach? (free response)

Question 2: How would you classify your school?

A. public

B. charter

C. private

Question 3: Where is your school located? (free response)

Question 4: Do you teach any students with IEPs?

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A. yes

B. no

C. if yes, please specify:

Question 5: Academic language can be defined as "the language needed by students to do the

work in schools". Are you cognizant of the use of academic language in your classroom?

A. yes

B. no

Question 6: Please describe the methods in which you incorporate academic language into your

classroom. (free response)

Question 7: From the above-mentioned strategies, which strategies are the most helpful, realistic,

and successful in actively developing academic language in students so that they may become

exceptional readers? (free response)