儿童学业语言的概念框架与教育意蕴
|
摘要
语言文化多元背景下的儿童学业教育问题,更加凸显了儿童学业语言发展的重要性。然而,关于学业语言的概念界定,学者尚未达成共识。对已有文献的研究与分析表明,学业语言的定义呈现出多元化形态,且演变出不同理论视角的概念发展图景。基于教育语言学立场的学业语言概念框架阐释,指向一种多元融合的学业语言连续体模型。学业语言是不同于日常会话的一种特别的语言语域,旨在实现信息交流、学业思考与社会象征三大功能,在学业教育话语情境实践中表现出特定的语言学特征和语用学规范。学业语言视阈下的课程教学、教师教育发展有其特定的实践意蕴。
The problem of children's academic education under the background of culturally linguistic diversity highlighted the importance of children's academic language development. However, there was still no consensus on the conceptual definition of academic language. Review on existed literatures showed the definition of academic language was multiple, with different landscape within different theoretical perspectives, while the conceptual interpretation of academic language based on educational linguistics pointed to a pluralistic fusion model of academic language continuum.As a specific language register, academic language demonstrated different linguistic features and pragmatic norms against daily conversation and served in the function of information exchange, academic thinking and social symbolism, which had specific implications for curriculum teaching and teacher education development.
The problem of children's academic education under the background of culturally linguistic diversity highlighted the importance of children's academic language development. However, there was still no consensus on the conceptual definition of academic language. Review on existed literatures showed the definition of academic language was multiple, with different landscape within different theoretical perspectives, while the conceptual interpretation of academic language based on educational linguistics pointed to a pluralistic fusion model of academic language continuum.As a specific language register, academic language demonstrated different linguistic features and pragmatic norms against daily conversation and served in the function of information exchange, academic thinking and social symbolism, which had specific implications for curriculum teaching and teacher education development.
引文
[1] Snow, C.E.. Early literacy development and instruction:An overview[DB/OL]. New York, NY:Routledge. 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32872030.
[2] Snow, C. E..Input to interaction to instruction:three key shifts in the history of child language research.[J]. Journal of Child Language, 2014, 41 Suppl1(S1):117.
[3] Friedberg, C., Mitchell, A., Brooke, E.. Understanding Academic Language and Its Connection to School Success[DB/OL]. 2016.Retrieved from https://www.lexialearning.com.
[4]周兢,陈思.学业语言:教育必须重视的学习者语言能力构建[J].全球教育展望, 2013(12):75-81.
[5] Scarcella, R.. Academic English:A Conceptual Framework. Technical Report 2003-1.[J]. University of California Linguistic Minority Research Institute, 2003, 4(2):48.
[6] Haneda, M.. Why should we care about academic language?[J]. Linguistics&Education, 2014, 26(4):88-91.
[7] Heppt, B., Henschel, S, Haag, N.. Everyday and academic language comprehension:Investigating their relationships with school success and challenges for language minority learners[J]. Learning&Individual Differences, 2016, 47:244-251.
[8] Guadalupe Valdés. Between Support and Marginalisation:The Development of Academic Language in Linguistic Minority Children[J]. International Journal of Bilingual Education&Bilingualism, 2004, 7(2-3):102-132.
[9] Heppt, B., Haag, N., B?hme, K., et al. The Role of Academic Language Features for Reading Comprehension of Language-Minority Students and Students From Low-SES Families[J]. Reading Research Quarterly, 2015, 50(1):61-82.
[10] Christie, F.. Language and schooling[J]. Language, schooling and society, 1985:21-40.
[11] Crosson, A.C.. Pinpointing the challenging aspects of academic language for young adolescent English-language learners and English-only students[M]. Harvard University, 2010.
[12] Fillmore, L. W., Snow, C. E..What teachers need to know about language. In C. T. Adger, C. E. Snow,&D. Christian(Eds.), What teachers need to know about language(pp. 7-54). Washington, DC:Center for Applied Linguistics and Delta Systems,2002.
[13] Chamot A.U,O'malley J.M.. The CALLA handbook:Implementing the cognitive academic language learning approach[M]. Massachusetts:Addison-Wesley Publishing Company, 1994:347.
[14] Solomon Jeff, RhodesNancy C..Conceptualizing Academic Language. Research Report:15[R].Santa Cruz:National Center for Research on Cultural Diversity and Second Language Learning,1995:7-18.
[15] Nagy W., Townsend D.. Words as Tools:Learning Academic Vocabulary as Language Acquisition[J]. Reading Research Quarterly, 2012, 47(1):91-108.
[16] Bailey A.L., Butler F. A.. An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education:A Design Document. CSE Report.[J]. Classroom Communication, 2003:46.
[17] Moore J., Schleppegrell M.. Using a functional linguistics metalanguage to support academic language development in the English Language Arts[J].Linguistics&Education, 2014, 26:92-105.
[18] Bailey, A.. The language demands of school:Putting academic English to the test[M]. Yale University Press, 2007:10-11.
[19] Uccelli P., Barr C.D., Dobbs C.L., et al. Core academic language skills:an expanded operational construct and a novel instrument to chart schoolrelevant language proficiency in preadolescent and adolescent learners[J]. Applied Psycholinguistics, 2015, 36(5):1077-1109.
[20] Cummins J.. The Cross-Lingual Dimensions of Language Proficiency:Implications for Bilingual Education and the Optimal Age Issue[J]. Tesol Quarterly, 1980, 14(2):175.
[21] Bunch G.C..“Academic English” in the 7th grade:Broadening the lens, expanding access[J]. Journal of English for Academic Purposes, 2006,5(4):284-301.
[22] Cummins J.. BICS and CALP:Empirical and Theoretical Status of the Distinction[M]. Springer International Publishing, 2017.
[23] Halliday, M. A. K.. Introduction to functional grammar(2nd ed.)[M]. London:Edward Arnold,1994.
[24] Schleppegrell, M. J.. The language of schooling[M]. Mahwah, NJ:Lawrence Erlbaum Associates,2004.
[25] Schleppegrell M.J.. Academic Language in Teaching and Learning Introduction to the Special Issue[J]. Elementary School Journal, 2012, 112(3):409-418.
[26] Snow C.E, Uccelli P.. The Challenge of Academic Language[M]//The Cambridge Handbook of literacy. 2009:112-133.
[27] Snow C.E.. Academic language and the challenge of reading for learning about science.[J]. Science, 2010, 328(5977):450-2.
[28] Haneda M.. From academic language to academic communication:Building on English learners'resources[J]. Linguistics&Education, 2014, 26:126-135.
[29] Meghan IV.Corella Morales.. Appropriating Appropriateness, Ability, and Authority:Indexicality and Embodiment in Second Graders'Academic Language Use in Peer Interactions[D]. Santa Barbara:University of California, 2016.
[30] Spolsky B., Hult F.M.. The handbook of educational linguistics[M]. John Wiley&Sons, 2010.
[31] Barnes E.M., Grifenhagen J.F., Dickinson D.K.. Academic Language in Early Childhood Classrooms[J]. Reading Teacher, 2016, 70(1):85.
[32] Gallagher C.. Socialization to academic language in a kindergarten classroom[J]. Language&Education, 2015, 30(5):1-17.
[33] Henrichs L.F.. Academic language in early childhood interactions. A longitudinal study of 3-to 6-year-old Dutch monolingual children[D].Proefschriftmaken Nl, 2010.
[34] Schleppegrell M.J., O'Hallaron C.L.. Teaching Academic Language in L2 Secondary Settings[J]. Annual Review of Applied Linguistics, 2011, 31(31):3-18.
[35] Michael Luna S.. Academic Language in Preschool:Research and Context[J]. Reading Teacher, 2017, 71.
[36] Cumming A.. Multiple Dimensions of Academic Language and Literacy Development[J]. Language Learning, 2013, 63(s1):130-152.
[37] Heller V., Morek M.. Academic discourse as situated practice:An introduction[J]. Linguistics&Education, 2015, 31:174-186.
[38] Catherine E. Snow, Joshua F. Lawrence, Claire White. Generating Knowledge of Academic Language Among Urban Middle School Students[J].Journal of Research on Educational Effectiveness, 2009, 2(4):325-344.
[39] Fang Z., Schleppegrell M.J..Focus On Content Based Language Teaching[J]. System, 2014, 46:177-179.
[40] Pritchard R., O'Hara S.. Framing the Teaching of Academic Language to English Learners:A Delphi Study of Expert Consensus[J]. Tesol Quarterly,2017, 51.
[41] Forasiepi C.. Academic language teaching and learning in the third space classroom. A preservice teachers'perspective[J]. Dissertations&ThesesGradworks, 2011(20).
[42] Kern F., Lingnau B, Paul I.. The construction of ‘academic language’ in German classrooms:Communicative practices and linguistic norms in‘morning circles’[J]. Linguistics&Education, 2015, 31:207-220.
[43] Lahey T.. Collaborating to Address the Challenge of Academic Language.[J]. Journal of Teacher Education, 2017, 68(3):239-250.
[44] Galguera T.. Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers[J]. Teacher Education Quarterly, 2011, 38(1):85-106.
[45] Bunch G.C.. Pedagogical Language Knowledge:Preparing Mainstream Teachers for English Learners in the New Standards Era[J]. Review of Research in Education, 2013, 37(1):298-341.
[46] Tamara Lucas, Ana María Villegas. Preparing Linguistically Responsive Teachers:Laying the Foundation in Preservice Teacher Education[J].Theory Into Practice, 2013, 52(2):98-109.
[47] Sussbauer E.J.. Building a Third Space:How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices[J].Proquest Llc, 2013.
[2] Snow, C. E..Input to interaction to instruction:three key shifts in the history of child language research.[J]. Journal of Child Language, 2014, 41 Suppl1(S1):117.
[3] Friedberg, C., Mitchell, A., Brooke, E.. Understanding Academic Language and Its Connection to School Success[DB/OL]. 2016.Retrieved from https://www.lexialearning.com.
[4]周兢,陈思.学业语言:教育必须重视的学习者语言能力构建[J].全球教育展望, 2013(12):75-81.
[5] Scarcella, R.. Academic English:A Conceptual Framework. Technical Report 2003-1.[J]. University of California Linguistic Minority Research Institute, 2003, 4(2):48.
[6] Haneda, M.. Why should we care about academic language?[J]. Linguistics&Education, 2014, 26(4):88-91.
[7] Heppt, B., Henschel, S, Haag, N.. Everyday and academic language comprehension:Investigating their relationships with school success and challenges for language minority learners[J]. Learning&Individual Differences, 2016, 47:244-251.
[8] Guadalupe Valdés. Between Support and Marginalisation:The Development of Academic Language in Linguistic Minority Children[J]. International Journal of Bilingual Education&Bilingualism, 2004, 7(2-3):102-132.
[9] Heppt, B., Haag, N., B?hme, K., et al. The Role of Academic Language Features for Reading Comprehension of Language-Minority Students and Students From Low-SES Families[J]. Reading Research Quarterly, 2015, 50(1):61-82.
[10] Christie, F.. Language and schooling[J]. Language, schooling and society, 1985:21-40.
[11] Crosson, A.C.. Pinpointing the challenging aspects of academic language for young adolescent English-language learners and English-only students[M]. Harvard University, 2010.
[12] Fillmore, L. W., Snow, C. E..What teachers need to know about language. In C. T. Adger, C. E. Snow,&D. Christian(Eds.), What teachers need to know about language(pp. 7-54). Washington, DC:Center for Applied Linguistics and Delta Systems,2002.
[13] Chamot A.U,O'malley J.M.. The CALLA handbook:Implementing the cognitive academic language learning approach[M]. Massachusetts:Addison-Wesley Publishing Company, 1994:347.
[14] Solomon Jeff, RhodesNancy C..Conceptualizing Academic Language. Research Report:15[R].Santa Cruz:National Center for Research on Cultural Diversity and Second Language Learning,1995:7-18.
[15] Nagy W., Townsend D.. Words as Tools:Learning Academic Vocabulary as Language Acquisition[J]. Reading Research Quarterly, 2012, 47(1):91-108.
[16] Bailey A.L., Butler F. A.. An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education:A Design Document. CSE Report.[J]. Classroom Communication, 2003:46.
[17] Moore J., Schleppegrell M.. Using a functional linguistics metalanguage to support academic language development in the English Language Arts[J].Linguistics&Education, 2014, 26:92-105.
[18] Bailey, A.. The language demands of school:Putting academic English to the test[M]. Yale University Press, 2007:10-11.
[19] Uccelli P., Barr C.D., Dobbs C.L., et al. Core academic language skills:an expanded operational construct and a novel instrument to chart schoolrelevant language proficiency in preadolescent and adolescent learners[J]. Applied Psycholinguistics, 2015, 36(5):1077-1109.
[20] Cummins J.. The Cross-Lingual Dimensions of Language Proficiency:Implications for Bilingual Education and the Optimal Age Issue[J]. Tesol Quarterly, 1980, 14(2):175.
[21] Bunch G.C..“Academic English” in the 7th grade:Broadening the lens, expanding access[J]. Journal of English for Academic Purposes, 2006,5(4):284-301.
[22] Cummins J.. BICS and CALP:Empirical and Theoretical Status of the Distinction[M]. Springer International Publishing, 2017.
[23] Halliday, M. A. K.. Introduction to functional grammar(2nd ed.)[M]. London:Edward Arnold,1994.
[24] Schleppegrell, M. J.. The language of schooling[M]. Mahwah, NJ:Lawrence Erlbaum Associates,2004.
[25] Schleppegrell M.J.. Academic Language in Teaching and Learning Introduction to the Special Issue[J]. Elementary School Journal, 2012, 112(3):409-418.
[26] Snow C.E, Uccelli P.. The Challenge of Academic Language[M]//The Cambridge Handbook of literacy. 2009:112-133.
[27] Snow C.E.. Academic language and the challenge of reading for learning about science.[J]. Science, 2010, 328(5977):450-2.
[28] Haneda M.. From academic language to academic communication:Building on English learners'resources[J]. Linguistics&Education, 2014, 26:126-135.
[29] Meghan IV.Corella Morales.. Appropriating Appropriateness, Ability, and Authority:Indexicality and Embodiment in Second Graders'Academic Language Use in Peer Interactions[D]. Santa Barbara:University of California, 2016.
[30] Spolsky B., Hult F.M.. The handbook of educational linguistics[M]. John Wiley&Sons, 2010.
[31] Barnes E.M., Grifenhagen J.F., Dickinson D.K.. Academic Language in Early Childhood Classrooms[J]. Reading Teacher, 2016, 70(1):85.
[32] Gallagher C.. Socialization to academic language in a kindergarten classroom[J]. Language&Education, 2015, 30(5):1-17.
[33] Henrichs L.F.. Academic language in early childhood interactions. A longitudinal study of 3-to 6-year-old Dutch monolingual children[D].Proefschriftmaken Nl, 2010.
[34] Schleppegrell M.J., O'Hallaron C.L.. Teaching Academic Language in L2 Secondary Settings[J]. Annual Review of Applied Linguistics, 2011, 31(31):3-18.
[35] Michael Luna S.. Academic Language in Preschool:Research and Context[J]. Reading Teacher, 2017, 71.
[36] Cumming A.. Multiple Dimensions of Academic Language and Literacy Development[J]. Language Learning, 2013, 63(s1):130-152.
[37] Heller V., Morek M.. Academic discourse as situated practice:An introduction[J]. Linguistics&Education, 2015, 31:174-186.
[38] Catherine E. Snow, Joshua F. Lawrence, Claire White. Generating Knowledge of Academic Language Among Urban Middle School Students[J].Journal of Research on Educational Effectiveness, 2009, 2(4):325-344.
[39] Fang Z., Schleppegrell M.J..Focus On Content Based Language Teaching[J]. System, 2014, 46:177-179.
[40] Pritchard R., O'Hara S.. Framing the Teaching of Academic Language to English Learners:A Delphi Study of Expert Consensus[J]. Tesol Quarterly,2017, 51.
[41] Forasiepi C.. Academic language teaching and learning in the third space classroom. A preservice teachers'perspective[J]. Dissertations&ThesesGradworks, 2011(20).
[42] Kern F., Lingnau B, Paul I.. The construction of ‘academic language’ in German classrooms:Communicative practices and linguistic norms in‘morning circles’[J]. Linguistics&Education, 2015, 31:207-220.
[43] Lahey T.. Collaborating to Address the Challenge of Academic Language.[J]. Journal of Teacher Education, 2017, 68(3):239-250.
[44] Galguera T.. Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers[J]. Teacher Education Quarterly, 2011, 38(1):85-106.
[45] Bunch G.C.. Pedagogical Language Knowledge:Preparing Mainstream Teachers for English Learners in the New Standards Era[J]. Review of Research in Education, 2013, 37(1):298-341.
[46] Tamara Lucas, Ana María Villegas. Preparing Linguistically Responsive Teachers:Laying the Foundation in Preservice Teacher Education[J].Theory Into Practice, 2013, 52(2):98-109.
[47] Sussbauer E.J.. Building a Third Space:How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices[J].Proquest Llc, 2013.