Academic language acquisition for L2 learners

supertomato — 2024-11-15 22:08:03 UTC

Developing academic language proficiency is a complex challenge for second language learners, and different pedagogical frameworks offer unique approaches to address this. Rajendram and Shi (2022) suggest that online and hybrid communities of practice (CoPs) can help international students improve their academic language skills by providing supportive spaces where students engage with disciplinary language (p. 2). Similarly, Carter (2012) emphasizes that self-assessment and reflection through action research can enhance graduate students' writing proficiency, reinforcing academic language skills as they iteratively practice and refine their arguments (p. 407). Flores (2020), however, challenges traditional academic language frameworks, arguing that they often frame racialized students as deficient. He proposes “language architecture,” a model that validates students’ existing linguistic strengths, enabling a more inclusive approach to academic literacy (p. 22). Together, these perspectives suggest that effective academic language acquisition requires both structured support and an inclusive framework that acknowledges students’ diverse linguistic resources.

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Academic language acquisition for L2 learners