Читать книгу Language Power - Margo Gottlieb - Страница 19

We begin each chapter by posing a question related to key uses of academic language. As an example, for this prelude, we ask the question, Why focus on academic language use? We explore each chapter’s question from four perspectives that are presented in a diagram in the “Ask” section, such as the one shown in Figure P.2. Here, we highlight four perspectives in the quadrant—(1) teaching and learning theory, (2) academic achievement, (3) educational equity, and (4) global interconnectedness—to offer a rationale for focusing on academic language use.

Figure P.2 A Rationale for Focusing on Academic Language Use

We conclude this section with a list of chapter objectives, as we invite educators to take the DARE (discuss, argue, recount, and explain) to guide conversations around the central question. For this set of perspectives offered in the quadrant, we DARE teachers, school leaders, and teacher educators to do the following:

 Discuss the literature and research bases on the role of language in teaching and learning.

 Argue for the importance of mastery of academic language in academic achievement.

 Recount the function of academic language as an agent of educational equity.

 Explain how academic language can serve as a home–school connector.