Academic Language What Is It and How Do We Acquire It? International Handbook of English Language Teaching pp 797-810 | Cite as Jim Cummins (1) Evelyn Man Yee-Fun (2) 1. The University of Toronto, Canada 2. The Chinese University of Hong Kong, China Chapter 1 Readers 7.9k Downloads Part of the Springer International Handbooks of Education book series (SIHE, volume 15)
Abstract This chapter proposes a framework for conceptualizing the nature of academic language and the pedagogical conditions that foster its development. Academic language proficiency is distinguished from both conversational fluency and discrete language skills and defined as the ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. Extensive reading is crucial for academic language development because less frequent vocabulary, most of which derives from Greek and Latin sources, is found primarily in written text. Also, grammatical constructions and discourse structures found in typical written text differ significantly from those found in conversational interactions. The implications of this conceptualization of academic language for English language teaching in Hong Kong are discussed.
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About this chapter Cite this chapter as: Cummins J., Yee-Fun E.M. (2007) Academic Language. In: Cummins J., Davison C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA DOI (Digital Object Identifier) http://doi.org/10.1007/978-0-387-46301-8_53 Publisher Name Springer, Boston, MA Print ISBN 978-0-387-46300-1 Online ISBN 978-0-387-46301-8 eBook Packages Humanities, Social Sciences and Law About this book Reprints and Permissions
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