Academic Language in Early Childhood Classrooms

Erica M. Barnes; Jill F. Grifenhagen; David K. Dickinson

doi:10.1002/trtr.1463

Academic Language in Early Childhood Classrooms

Erica M. Barnes
, Jill F. Grifenhagen
, David K. Dickinson

Literacy Teaching and Learning

University at Albany

North Carolina State University
Vanderbilt University

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Abstract

This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional context. Using the results from this study, we present ideas for noticing and teaching academic language through different instructional settings in early childhood classrooms.

Original language	English
Pages (from-to)	39-48
Number of pages	10
Journal	Reading Teacher
Volume	70
Issue number	1
DOIs	https://doi.org/10.1002/trtr.1463
State	Published - Jul 1 2016

Keywords

1-Early childhood
Language development
Specialized vocabulary

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10.1002/trtr.1463

Cite this

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KW - Specialized vocabulary

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Academic Language in Early Childhood Classrooms

Abstract

Keywords

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