1	Leadership Institute for Latino Literacy (LILL) Using Classroom Talk to Develop Students’ Academic Language Kris Anstrom
2	Using Classroom Talk as a Context for Academic Language Development Warm-up Read the two examples of teacher-student interaction in the handout “Classroom Talk.” In your group, discuss the differences between Example A and Example B. Agree on what the primary difference is between Example A and Example B. Discuss how to state this difference using your “academic language”. Write down this difference.
3	Focus of this Session How to help students to: Use what they know (their knowledge, experiences, and everyday language) to gain new content knowledge and new language skills
4	"As students are encouraged and..." As students are encouraged and enabled “to clearly describe events, to account for outcomes and consolidate what they have learned in words,” they are helped to “understand and gain access to educated discourse.” (Wegerif, R and N. Mercer. 1996. “Computers and Reasoning Through Talk in the Classroom.” Language and Education 10 (1): 47-64.)
5	Instructional Stages for Using Classroom Talk to Develop Students’ Academic Language Stage 1: Doing an information gap activity Stage 2: Introducing key vocabulary and language structures Stage 3: Teacher-guided reporting Stage 4: Journal writing
6	The Language Continuum: Taking Students From Spoken, Everyday, Language to Written Academic Language Text 1: (spoken by three 10-year-old students, with accompanying action, as they conduct the magnetic attraction experiment in their science class) this . . . no, it doesn't go . . . it doesn't move . . . try that . . . yes, it does . . . a bit . . . that won't . . . won't work, it's not metal . . . these are the best . . . going really fast.
7	The Language Continuum: Taking Students From Spoken, Everyday, Language to Written Academic Language Text 2: (spoken by one student about the action, during teacher-guided reporting) we tried a pin . . . a pencil sharpener . . . some iron filings and a piece of plastic . . . the magnet didn't attract the pin.
8	The Language Continuum: Taking Students From Spoken, Everyday, Language to Written Academic Language Text 3: (written by the same student) Our experiment was to find out what a magnet attracted. We discovered that a magnet attracts some kinds of metal. It attracted the iron filings, but not the pin.
9	The Language Continuum: Taking Students From Spoken, Everyday, Language to Written Academic Language Text 4: (taken from a child's encyclopedia) A magnet is able to pick up, or attract, a piece of steel or iron because its magnetic field flows into the magnet, turning it into a temporary magnet. Magnetic attraction occurs only between ferrous materials.
10	Doing an Information Gap Activity Directions to Students: Each group will receive a picture that shows ways workers tried to get better working conditions and wages.
11	Doing an Information Gap Activity Directions to Students: As a group, you will: Describe the picture to someone who has not seen it. Describe what you think the workers are trying to do or accomplish. Describe why you think the workers are trying to do or accomplish this.
12	Doing an Information Gap Activity Questions for you to discuss: Who are the people in the picture and what are they doing? Where are the people in the picture? When did the activity in the picture happen? What are the people trying to do? Why are they trying to do this?
13	Introducing Key Vocabulary and Language Structures Instruction focuses on: Recasting” everyday language into academic language Introducing a small number of specialized and non-specialized academic vocabulary terms that students can be expected to use when they report out
14	Teacher-Guided Reporting Strategies: Use open-ended questions Help students to think about the language they are using and whether they are communicating Ask for clarification Encourage and affirm when student is communicating Recast the student’s language using academic language