Academic Language

Introduction The importance of content textbooks, especially mathematics textbooks, is staggering. Some teachers view textbooks as the only material for teaching in the classroom. However, no matter what the content of the textbook is language, culture, or politics, it does not question or analyze prejudice or prejudice (Darvin, 2007). By analyzing the contents of textbooks, teachers can classify and categorize materials by prioritizing information to learn and highlight the most important guidance to address (Strahan & Herlihy, 1985).

The mathematical concepts and guidance of skills, and the difficulties experienced by many ELLs highlight the role of academic languages ​​in mathematics. In all content areas including mathematics, teachers provide guidance and use academic languages ​​to convey knowledge and concepts. In fact, most of the mathematics curriculum is text that features academic languages. Academic language, like all other academic disciplines, is the center of mathematics and the main challenge of ELL fighting mathematics.

Unfortunately, ELL often lacks the scholarly terms necessary to succeed in school. The lack of academic language skill influences the ability to understand and analyze text at high school and high school in ELL, limits the ability to effectively write and express themselves, You may not be able to master academic content in academic fields. Given the linguistic basis of developing knowledge in the field of academic content, ELL is lagging behind colleagues who speak their native tongue as their scholarly language and achievement, so when acquiring knowledge in the content area We face particular challenges. It is important to distinguish between academic language and conversational language skills, as many ELLs with academically struggling have good conversational English skills. In order to succeed in school it is necessary to develop a special discourse language different from the conversational language.

Cummins suggested expressing this language as an iceberg; the basic skill of conversation is a tip of the iceberg and the academic language is lower. The academic language Cummins believes in academic language ability (CALP) is more intensive, takes more time, and requires more targeted learning. Students can master BICS within a few years, but CALP usually takes more than five years to acquire. Many of my EL students come from countries receiving a high level of education and they strive to be always the best students. Therefore, they are willing to accept the deficit. I have to build a relationship with each student and explain what I have experienced all of it, and I did not question their intelligence.