Language, Identity, & Academic Language Learning · o Language is not a medium that is neutral to...
Transcript of Language, Identity, & Academic Language Learning · o Language is not a medium that is neutral to...
Language, Identity, &
Academic Language
Learning
Bryan A. Brown, Ph.D.
Stanford University
o Language is not a medium that is neutral to an individual’s identity.
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Big Idea
o Learning Science can be as difficult as learning a
new language.
o Academic Language is the ‘catch all’ phrase for the
complex language students must learn.
Big Idea
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Big Idea
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
New Terms:
• Plasmid
• Bacterial
Conjugation
• Bacterium
• Binary Fusion
2 Versions
of The
Same Thing
DNA
DNA
o Teaching does not always reflect
language learning approaches.
o The Language- Identity Dilemma
Big Idea
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Theoretical Framework
The Language Identity Learning
Dilemma
Cognitive Affective
a. Failure to understand
b. Failure to be understood
I do not understand. I don’t feel comfortable.
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Digital (online) Study of Disaggregate Instruction
RQ #1 Does the use of complex science language impact
students’ science learning?
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
ORGANIC LANGUAGE INTRODUCTION SAMPLE STUDIES NEW DIRECTIONS LANG. ID DILEMMA
Affective Study of Science Discourse
RQ #1 Does the use of complex science language in
instruction have an affective impact on students?
N = 70
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Congruent Measures
Stroop Congruent Flanker Congruent
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Incongruent Measures
Stroop Test FlankerTest
Research
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Control
Treatment
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Stroop Congruent (ms)
Stroop Incongruent (ms)
Flanker Congruent (ms)
Flanker Incongruent (ms)
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Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
o The things we know the most about are the things we talk about the most.
o What things do we talk about most? How do students talk about them?
o Who does the majority of the talking in the elementary science classroom?
Introduction Big Idea Research Explanation 20 Sec Story Auth. Assess Cognitive App
The Power of Explanation