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Math vocabulary can be tough for all Additionally, there are specific - curriculum based, vocabulary pieces. For instance: array, diamond method, etc.

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Understanding language allows students to translate language into math, thereby being able to show their skills.  Otherwise they get stuck, unable to understand what a question is asking of them.

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- Writing CER: Claim, Evidence, and Reasoning.
- Reading lab procedures
- Verbalizing their findings after an activity or lab.
- Listening for evidence based claims

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It's everything. We speak to kids in everyday language, as well as academic languages. The greater mastery of these by our kids, the greater their potential to understand what's being taught.

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For many of my students, academic language is something that they struggle with. As Randy mentioned, language is something that varies greatly based on students' home environments among many other factors. So repeating specific academic language that we are going to continually use in our class is a good way to put students at the same starting point.

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Students need to use langauge to understand the concepts they are learning about. The more developed their language is (both intake and expressive), the easier path they will have to learningand showing what they have learned.

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Intervention class teaching students with lagging or below grade level skills in reading, writing, mathematics, organization, etc. They already struggle to understand language, words, vocabulary and then some of them also are second language learners.

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Leadership -
In order to have conversation about developing leadership skills, students need to have the same understanding of the meaning of words, traits, and skills a leader possess or strives to attain. Until we are all in agreeance on the definitions, we cannot move on to develop and build those skills.

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Music terms & symbols, instrument specific terms,  consistent use of terms for uniform performance across the band, non-verbal language i.e. conducting gestures for cues, dynamics, phrases across barlines,

I agree with the central statement "Only formal/academic language should be used..." with this caveat: The content specific language must first be taught in order for it to
1) be meaningful
2) create a shared understanding of it's meaning
3) be consistent with the common practice of subsequent coursework
If we don't start with our student's where they are then it's all just a pipe dream.

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If not familiar with math vocabulary, students often struggle.

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If students are already struggling with learning English, science with all of its tricky new vocab is going to compound the problem. Need to constantly review all vocab.

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Coding - students need to understand how the blocks work. In Scratch they can see right away if they did things right or wrong. They can also change the language.

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Vocabulary in woodshop is not what students normally use and is even harder for second language learners

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Communication-Acceptance

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Language is the way students access, share and grow their knowledge .

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Understanding language and being able to communicate and share ideas and understanding -- both written and verbal -- is essential to the core of the subject.

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We are all collectively learning the language of music for the first time. It helps when everyone is starting from the same place.

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Language is very important.  Communicating through written language is something that we work on frequently in Social Studies. Especially since we are all, or have been, Language Arts teachers as well.

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As an ELD teacher, my class is highly focused on language. It's the basis of our studies and we practice all the major modes of communication (speaking, listening, reading, writing). In my class, language is explicitly taught and practiced. We take the time to break down academic and content language skills.

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Working with families and students in response to academic or behavior concerns often requires fluid communication--both written and verbal. Language and common understandings are important for this.

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Language is critical in my content area. We are teaching English Language Arts itself and there are rules that come along with that. Not only are we tasked with teaching general academic vocabulary, but also trying to teach the technicalities of English.

* While this is true, it is necessary for teachers to create an environment that is welcoming and genuine for all students. A big part of this is speaking and allowing speech that encompasses more cultures & personalities.

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There is important vocabulary to know for terms and techniques.

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The language we use for directions also needs to be clear, so kids don't feel lost from the get-go.

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Academic vocabulary acquisition and comprehension is key to student success in the classroom.

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Language impacts student success in my classroom by being a barrier to understanding social studies content, which often has jargon, people and places that are unfamiliar to most students.

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Heavy with Health content specific vocabulary

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Heavy with Health content specific vocabulary

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I work with students that often struggle with both expressive and receptive language and all content is difficult for them.  Fortunately in interventions I can meet them where they are and it is not too difficult

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Finding a balance between academic language and conversational (informal) language in classrooms is critical. The relational piece is so critical that we must lean on conversation to build relationships. Learning appropriate academic terminology provides all students with the language they need for future academic success. We can use collaboration in informal language to help build understanding of academic language. As terminology is built, students will shift from informal to more academic.