The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language

Authors

Amy J. Heineke, Loyola University ChicagoFollow
Sabina Rak Neugebauer, Temple University

Document Type

Article

Publication Date

Fall 2018

Publication Title

Issues in Teacher Education

Volume

27

Issue

3

Pages

73-89

Abstract

“Academic language” is a term that is thrown around frequently in educational circles, particularly in recent years. Whether in pre-service teacher education with candidates and cooperating teachers preparing for the widely required Teacher Performance Assessment (edTPA; Stanford Center for Assessment, Learning, and Equity, 2016), or in-service teachers grappling with the implementation of the Common Core Standards (National Governors Association, 2010), academic language has become de rigueur a jargon term required for a number of current classroom, school, and university initiatives. But what is academic language?

Comments

Author Posting. © Caddo Gap Press 2018. This article is posted here by permission of Caddo Gap Press for personal use, not for redistribution. The article was published in Issues in Teacher Education, 2018, http://caddogap.com/periodicals.shtml

Recommended Citation

Heineke, Amy J. and Neugebauer, Sabina Rak. The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language. Issues in Teacher Education, 27, 3: 73-89, 2018. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works,

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© Caddo Gap Press 2018