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When thinking about the language of language arts there are usually four domains that include reading, writing, listening, and speaking.  page 72

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It is good to accentuate language that pertains to grade level academic language. page 72

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"English language proficiency standards should directly connect to college and career readiness". Page 74

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Academic language can sometimes overreach the language of language arts. An example from the text is when students need to relate evidence for explicit information. When reading students should be able to back up what they read by saying, "on page___, It says_____". page 74

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There are few key uses of academic language such as discussion, explanation, argumentation, and recount. Page 75

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The dimensions of academic language of language arts are Genres, Syntax, and Vocabulary. Page 76

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The academic language dimensions genre, syntax, and vocabulary should apply across every content area. page 76

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Instructional support should be given to ELL's with the aid of Graphic organizers, stories on tape or podcast, sequenced pictures or cartoons, and use of home language. Page 76

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When using argument there are three areas students should zone in one and they are Discourse, sentences, and words / expressions. page 75

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Things like technology and multimedia should be used as expressions of language to represent multiple literacies.
Page 73

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As stated by Carrasquillo and Rodriquez "Science itself is a language and each different science is a separate language. Page 78

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"Learning by doing promotes language and conceptual development simultaneously". Page 79

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In science students are expected to engage in arguments about scientific evidence.

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When reading a science text you will want to deconstruct it in terms of its dimensional academic language. When doing this a good starting point is discourse. Page 80

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Authentic materials are especially useful when used with ELL's because it helps them connections between concepts the know in their home language and English. Page81

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Some typical science resources that can aid in measuring the language of Science are instruments, physical models, natural materials, actual substances, illustrations or graphics, and software simulations. Page 81

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Students do have an advantage when it comes to assessments in science because they have the ability to interact with real-world materials.

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For ELL's materials such as videos and visual inputs can be useful instructional assessment tools.

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Learning science necessitates and learning language of science the two are inseparable. page 79

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Teacher's need to facilitate authentic discourse among students to aid in learning the language of science. page 79

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Language is central to exploring and understanding social studies content. page 83

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Description, explanation, and comparison of these entities are some of the academic language functions used to access the content. page 83

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Social studies is hard for ELL's because it falls out of the experiential realm. This is not usually information that they would have learned in their home language. page 84

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Begin with an ELL's words base. This is content with prior knowledge, language, and culture then expand on what the student knows. page 84

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Seize teachable moments to probe deeper thoughts, instead of teaching form a single perspective. Page 84

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Strategies like scaffolding should be used to promote academic talk amongst students. This strategy is seen as a language development strategy. page 84

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The standards of the new generation place emphasis on student communication collaboration. page 85

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Academic talk is meant to be intentional and planned so that students can develop the academic discourse across / within content areas. page 85

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"Cooperative learning promotes academic conversations among students this increases their metacognitive awareness, and encourages friendship". page 86

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Cooperative learning strategies include Think Pair Share, Two way tasks, numbered heads together, and round robin. These are all strategies where students are in groups of two or more and orally discussing the topic. page 86

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Judith Moschkovich recommends "improving math learning through language instruction provides opportunity for students to actively use math language to communicate. page 68

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'The three dimensions of academic language further delineate what students need to do linguistically". page 69

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Math operations is when you take use of word and phrases within sentences a bit deeper. Students need to be aware of the phrases and words used in each math operation. page 69

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There are cultural links to learning and teaching mathematics. Language and culture go hand in hand. Page 69

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All students must also learn the technical language that is associated with math. page 70

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Learning math language in English can be difficult because we use many terms interchangeably to signify one mathematical concept. Ex: Subtraction, difference, take away.
Page 70

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ELL's may also be confused by mathematical terms that are everyday objects such as the word table. page 71

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ELL students learn better by using concrete referents helps them attach meaning to language and concepts. page 71

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Math is typically taught using tools and by showing work. A few manipulatives that students can use to help understand math better are calculators, number lines, graphs, geoboards, rulers and yardsticks, and protractors. Page 72

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Math story problems is usually where students struggle on high stakes tests. Helping ELL's make meaning from the content would help achievement levels get better and more valid indicators of the students subject matter knowledge and the language they use to express it. page 72