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It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

New from Cambridge University Press!


Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: Teaching Academic Language in L2 Secondary Settings
Author: Mary J. Schleppegrell
Institution: University of Michigan
Author: Catherine L. O'Hallaron
Linguistic Field: Applied Linguistics; Language Acquisition
Subject Language: English
Abstract: Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.


This article appears IN Annual Review of Applied Linguistics Vol. 31, Issue 1.

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