A Quick Toolkit For Enhancing Academic

A Quick Toolkit forEnhancing AcademicLanguage in PhysicalEducationWhat is Academic Language?Phoebe Constantinou & Deborah A. Wuest, Ithaca Collegepconstantinou@ithaca.eduAcademic Language?1

PurposeThe purpose of this toolkit is to define what academic language in physical education is,why it’s important, and how it can be implemented. The toolkit provides clarificationsand examples of language components such as the discipline-specific vocabulary,language function, syntax and discourse. A sequential example of how an academiclanguage objective would look in a physical education learning segment, how the teachercan promote this academic language objective and how it can be assessed is provided.Moreover, we propose strategies, tools and tips that can enhance the development of alllanguage components for academic language proficiency.2

Table of ContentsTopicWhat is Academic Language?Why is Academic Language Important?Language ComponentsIt’s More Than Just VocabularyVocabularyLanguage FunctionSyntax and DiscourseAcademic Language Objective and ImplementationConnecting the StepsTools and Opportunities for Promoting Academic LanguageVenn DiagramWord QuiltStrategies - Elementary LevelStrategies - Middle and Secondary LevelsTips for Promoting Academic LanguageFinal ThoughtsReferences and ResourcesPage4567891011121314151617181920 3

What is Academic Language?Academic language is defined as the language of academia. It differs significantly frominformal spoken language used outside the classroom, as it is more formal, complexand sophisticated. Each discipline has its own specialized vocabulary and languagefunction. Syntax, discourse and other general academic vocabulary that cuts across alldisciplines are also important parts of academic language.Students must acquire sufficient knowledge of general academic language to decipherthe meanings of a word and how it is used in various settings and disciplines.For example, the word "court" has a different meaning when used in a physicaleducation context than when used in the discipline of law. Similarly, the word"flexibility" has a different meaning when it is used in physical education rather thanin a business setting.4

Why is Academic Language Important?Academic language is pivotal for academic andprofessional success. It is used in writing, testing,classroom instruction and associated professionalsettings. It is the means of communicatingcomplex concepts and conveying knowledge ineach particular discipline.5

Language ComponentsVocabulary, Language Function, Syntax, and Discourse are thecomponents of academic language. All four components must beequally developed and individually addressed. Each languagecomponent is defined belowVocabulary Specialized words associated with the disciplineLanguage Function Contrast, describe, signal, evaluate, sequence, etc.Syntax Sentence structure (compound, complex), sentence length, transitions, verbtenses, active vs passive voice, etc.Discourse Speaking and Writing - instructing, describing, explaining, questioning,analyzing, evaluating, speculating, hypothesizing, socializing, etc.6

It’s More Than Just VocabularyDiscipline-specific language includes more than just vocabulary. It includes symbols, key phrases, andsignals used in the discipline to construct and communicate knowledge within the discipline. Here ishow it applies in physical education.VocabularySymbolsKey Phrases Motor Skill Sport & Games Body Lesson plans Activity diagrams Games strategydiagrams V-cut Player-to- playerdefense Zone-defense Pass and move Indirect free kick Throw-in OffsideSignals7

VocabularyMotor SkillsSport & GamesFitness &ConditioningBodyThis is a discipline specific vocabulary forphysical education. This is not a completelist but rather some examples. Motor Skills: Gallop, skip, jump, slide, hop, catch, throw, etc. Movement Concepts: space awareness, personal space, etc. Perceptual-Motor Skills: Eye-hand coordination, eye-footcordination, etc. Volleyball: overhead pass, underhand pass, serve, spike, etc. Basketball: lay-up, chest pass, bounce pass, free throw, player-toplayer defense, zone defense, etc. Soccer: goalie, center, defense, offensive player, striker, long pass,short pass, dribble, corner kick, offside ,etc. Health-related Fitness: Flexibility, muscular strength andendurance, body composition Skill-related Fitness: agility, power, reaction time Exercise terms: anaerobic exercise, aerobic exercise, flex, fit,stretch, reps, set, etc. Bones: scapula, clavical,sternum, radius , ulna, etc. Muscles: biceps, brachialis, brachilradialis, deltoid, etc Tendon: Achilles tendon, etc. Joints: elbow joint, wrist joint, hip joints, knee joints ,etc.8

LanguageFunctionLanguage function is the component of the language that renders thepurpose of using the language. For example, language is used inphysical education for the purpose of describing a game strategy orinterpreting a referee signal. The cue words listed underneath eachlanguage function (Describe, Analyze, Interpret, Contrast, Sequence,and Signal) can be used to further guide understanding of the specificlanguage function.-DescribeAnalyzeInterpretContrastSequence In other wordsThat is to sayAccording mineScrutinizeExamineBreak downEstimateBelieveDue toSinceIn light ofConclude thatGuessSpeculateOn the other handDespiteNeverthelessRatherStillOn the contraryLikewiseHoweverContrary toSignalSimultaneouslySubsequentlyAt which pointAt this time9

Syntax & DiscourseVocabularySyntax focuses on the technical part of the language, includinggrammar, punctuation, verb tenses, use of the passive or activevoice, and transition words.FunctionDiscourse involves the mode of communication, whether it isverbal or nonverbal, oral or written.SyntaxDiscourseAll of these language componentsmust come together seamlessly10

Academic Language Objective and Its ImplementationLangaugeObjective Speciialized Vocabulary:Skip, hop, run, level, etc. Language function: Contrast Syntax: Correct grammar &complete sentences Discourse: WrittenLanguageComponents Students will be able tocorrectly formulate movementsentences showing theirunderstanding of contrastsbetween low, medium, andhigh levels as they moveusing a variety of movementskills (hop, skip) called out bythe teacher. As students move around atdifferent levels, stop and askstudens to orally and in fullsentences contrast their levelwith someone else. Example: I am moving at amedium level but Petros ismoving at a low level.Assessment Exit slip Quiz Questions StudentdemonstrationTeacherActionsIdentifying Language Components to be addressed provides aframework for developing the Language Objective, the Teacher Actionsand the Assessment part of the learning segment. Using some of the cuewords for contrasting, such as but and however, helps studentsunderstand the function of the language and exposes them to completeand more complex sentences.Exit slipAn elephant moves at alevel, but a/an moves atlevel. A turtle moves. However, a/anmoves .11

\Connecting the StepsStudents will be able to correctly formulate movement sentences showing theirunderstanding of contrasts between low, medium, and high levels as they moveusing a variety of movement skills (skip, hop) called out by the teacher.Language ComponentsLanguage function: Contrast (Cue words:but, however)Syntax: Correct grammar & completeSentencesDiscourse: Written exit slipSpecialized vocabulary: skip, hop, run,level, etc.Assessment – Written Exit SlipAn elephant moves at alevel, but a/an moves at alevel. A turtle moves. However, a/anmoves .This shows how the language components are reflectedin the objective and tied into the assessment.12

Tools and Opportunities for PromotingAcademic LanguageGraphic organizers and other tools can greatly assist the teacher in incorporating academic language into physicaleducation. Other opportunities can be presented during homework, end of the class period, and during assessmenttime. Examples of various tools are presented on the next few pages.ToolsAssessment Graphic organizers Venn diagram Word quilt Word walls Bulletin boards Exit slips Test Quizzes Write/discuss activity/gamestrategiesHomeworkEnd of class Research projects Reflective journals Compare and contrastactivities/sports Discussion Summaries13

Venn Diagram ToolHere is an example of a graphic organizer that can beused to help students understand the purpose oflanguage function when contrasting. Other types ofgraphic organizers might be more appropriate for thepurpose of sequencing or describing.TennisBadmintonCommonalitiesCourt is largerBallRacket head largerLoses a stroke,opponent receives apoint Wrist action – firm Etc. Played indoorsand outdoors An object is hit Begins withservice Servesdiagonally Etc. Court is smallerBirdieRacket handle longerLoses a stroke,service passes toopponentWrist action – snapEtc.14

The word quilt tool can be used to promote Syntaxand Vocabulary. Poste it on the gymnasium wall andhave students contribute to it. They can translate,define a vocabulary word, or use the vocabularyword in a sentence.Word QuiltToolList thevocabularybeing taughtTranslate thevocabulary intoa differentlanguageDefine using apicture or inwritingUse the wordin a sentence Petros passedme the ball and Iwas able toscore.Pass (Greek)To move the ball/objectfrom one person toanother15

Strategies for Promoting AcademicLanguage at the Elementary LevelTeacher'sStudents'StrategiesResponseAdd an academic language objective, e.g., sayit, post it on the wall , reinforce itTo be aware of the academic language focusand recognize its use during classAdd specialized vocabulary , e.g., gallop, slide,jump, level, personal space, pathway, etc.Repeat and say out loud the words of the dayand move around correctlySpell the warm-up activities, e.g., g-a-l-l-o-pand then have the students figure out the wordand perform itUnderstand /figure out the word, attempt toperform it - after figuring out "gallop" thestudents gallopAdapt a concept or a general academic wordfor the day, e.g., heavier or lighterSay the words, use them in a sentence, e.g., a"A nerf ball is lighter than the basketball."Adapt a language function for the day, e.g.,contrast or describe. "Describe the pathwayyou took across the gym."" I moved in a zig-zag pathway across the gym."16

Strategies for Promoting Academic Language atthe Middle and Secondary LevelsTeacher'sStudents'StrategiesResponsesBe explicite about discipline specific vocabulary --e.g.,lay-up/corner kickWrite/communicate using discipline specific language inwhole sentencesModel the use general academic vocabulary --e.g.,progress/ advantage-- and encourage students to do thesame when communicating with peersWork with partners, share ideas individualy /smallgroups/whole class using the focus vocabulary incomplete sentencesProvide opportunities for language function -- e.g.,sequence / analyze. Incorporate problem-solvingsituations for students to use language skillsWork individually or cooperatively to solve problems ordevelop game strategiesUse/ provide cue words sequencing --e.g.,Simultaneously/ Subsequently-- to guide the processUse the cue words during oral or writen assessmentAdapt a language function for the day, e.g., contrast."Contrast the strategies used in badminton with thoseused in tennis to move an opponent around the court."" In badminton I whereas in tennis I tomove an opponent around the court."17

Tips for Promoting Academic LanguageUse academiclanguage yourselfExpect / holdstudents accountablefor using academiclanguageCheck forunderstandingUse technology andvisual aidsBe positive &embrace academiclanguage18