Beruflich Dokumente
Kultur Dokumente
September 2010
doi:10.1598/JA AL.54.1.1
2010 International Reading Association
(pp. 4 12)
c o m m e n t a r y
ur original plan for writing this article was to define academic vocabulary and to specify sources of and processes for identifying academic words to
teach. We assumed that this would be a relatively simple task, thinking that
we knew a bit about words and vocabulary instruction and believing that we
could complete the essay promptly.
Not so. When we began the simple task of defining academic vocabulary, it became obvious that there was an entire family of terms surrounding
it, many with disparate definitions. We had expected to find a consistent
definitionsomething like the words students encounter when they read
informational textsbut we soon realized that our sense was not shared by
vocabulary scholars and adolescent literacy educators. Thus, the seemingly
simple task became complex.
In this article, we address the construct of academic vocabulary. First, we
attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, we compare and contrast definitions of academic
vocabulary. Third, we review typologies that researchers and writers have
proposed to organize academic vocabulary. Fourth, we present some of the
procedures scholars have recommended for identifying academic vocabulary
for instruction. Fifth, we present our scheme for classifying and selecting academic vocabulary for instruction and provide an example of how a content
teacher might use it. We conclude by recommending a few sources that teachers of adolescents might draw from for teaching academic vocabulary.
Academic Language
The term academic language often appears in the literature in discussions of linguistic registers. Ehlers-Zavala
(2008) described academic language as a specific
register...that students are expected to use in school
subjects (p.76). Similarly, Scott, Nagy, and Flinspach
W h a t I s A c a d e m i c Vo c a b u l a r y ?
Academic Literacy(ies)
It is critical for
learners to acquire
the vocabularies of
specific academic
domains if they are
to understand and
learn the body of
domain knowledge.
54(1)
September 2010
Researchers, writers, and theorists tend to define academic vocabulary in one of two ways: (1) as domain-
specific academic vocabulary, or the content-specific
words used in disciplines like biology, geometry, civics, and geography; or (2) as general academic vocabulary, or the broad, all-purpose terms that appear across
content areas but that may vary in meaning because of
the discipline itself. We address each in turn.
W h a t I s A c a d e m i c Vo c a b u l a r y ?
54(1)
September 2010
(2005) have suggested a process for selecting vocabulary from their graded lists of academic words in 11
content areas. For a middle or high school content
area teacher, the following process (which includes
some adaptation and elaboration of Marzano and
Pickerings plan) could be implemented. First, identify the domain-specific words at an appropriate level
(e.g., a middle school math teacher would work from
Marzano and Pickerings Level 3 math list, which
correspond to grades 68). Second, identify words
deemed to be important for instruction (e.g., words
from the Level 3 math list that appear in the adopted math textbook, curriculum, or state standards).
Third, select words for instruction by asking Is this
term critically important to the mathematics content
I will be teaching this year? (p.7). Fourth, organize
the selected words according to how they occur in
your curriculum.
A Classification Scheme
Our scheme includes five types of academic words
and conceptual representations: (1) domain-specific
academic vocabulary, (2) general academic vocabulary, (3) literary vocabulary, (4) metalanguage, and
(5)symbols. The types are taken directly or adapted
from labels and descriptions in the works reviewed
thus far in this article and are listed in Table 1. The
first column lists and defines each type. Examples
of words within each type are shown in the second
column. Terms scholars have used that roughly correspond to the five types are in the third column,
and the final column lists sources of words, when
Examples of
words and
expressions
Math: apex, bisect,
geometry, polyhedron, Pythagorean
theorem, scalene
triangle
Science: anticyclone, barometric
pressure, dew
point, isobar, meteorology, virga
Social Studies: atoll,
butte, escarpment,
geography, tectonic plate, terminal
moraine
Sources
Content-specific
vocabulary (Hiebert &
Lubliner, 2008)
Technical vocabulary
(Fisher & Frey, 2008)
Academically technical
terms (Harmon, Wood,
& Hedrick, 2008)
Technical terms
(Harmon, Wood, &
Medina, 2009)
General academic
vocabulary: Words
that appear reasonably frequently
within and across
academic domains.
The words may be
polysemous, with
different definitions
being relevant to
different domains.
analyze, assume,
code, conduct,
context, document,
error, link, minor,
period, project,
range, register, role,
sum (all selected
from Coxheads,
2000, list)
General academic
vocabulary (Hiebert &
Lubliner, 2008)
Academic words
(Coxhead, 2000)
General academic
vocabulary (Townsend,
2009)
Specialized vocabulary
(Fisher & Frey, 2008)
Tier2 words (Beck,
McKeown, & Kucan,
2002, 2008)
W h a t I s A c a d e m i c Vo c a b u l a r y ?
(continued)
54(1)
September 2010
Types and
definitions
10
Sources
awkward, chortled,
diffident, haphazardly, hyperbolic, mellow, sun-drenched,
serene, stern,
suavely, tornadic,
torrid
Literary vocabulary
(Hiebert & Lubliner,
2008)
Metalanguage:
Terms used to describe the language
of literacy and
literacy instruction
and words used to
describe processes,
structures, or concepts commonly
included in content
area texts.
Language of
Literacy and
Instruction: epic,
genre, glossary,
idiom, infer, interrogative, main idea,
outline, sonnet,
summarize, table of
contents
Academic language
(Pilgreen, 2007)
School-task vocabulary
(Hiebert & Lubliner,
2008)
Processes in
Content Area Texts:
calculate, compare,
estimate, explain,
investigate, model,
observe, proof
Symbols: Icons,
Symbolic representaX -24, > , a2 + b2 =
emoticons, graphtions (Harmon, Wood, &
c2, %, , ;-), , 5,
ics, mathematical
Hedrick, 2008)
(o_o), $, & , , , ,
notations, elec, , ,
tronic symbols, and
so forth that are not
conventional words.
Domain-Specific
Vocabulary. Domain-
Academic
verbal expressions. Mathematics is laden with symbols, which involve another type of academic vocabulary. Symbols used__in_ mathematical expressions such
as x 2 + 3x and 4625 need to be taught, along with
graphics such as those used in geometry for line ( ),
line segment ( ), or right angle (
). Instruction in
symbols would also include providing verbal expressions for numerical expressions, such as 3x+6 means
six more than three times a number.
W h a t I s A c a d e m i c Vo c a b u l a r y ?
11
September 2010
54(1)
Journal of Adolescent & Adult Literacy
12
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