Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
academic language |
: 1. ALTBACH, P. (2007). The imperial tongue: English as dominating academic language. Economic and Political Weekly 42 (36): 3608-3611. : 10. Chamot, A.U. & O'Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. White Plains, NY: Addison Wesley Longman. : 10. Cheng, S., Chih-Wei, K. y Chih-Hua, K. (2012). Research article titles in applied linguistics. Journal of Academic Language & Learning, 6(1), A1-A14. : 16. Chamot, A., & O'Malley, J. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-249. : Achugar, M. & Carpenter, B. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic Purposes, 14, 60-71. : Berman, R., & Cheng, L. (2010). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 4(1), 25-40. : Chamot, A. & O'Malley, J. (1994). The CALLA handbook. Implementing the cognitive academic language learning approach. New York: Addison-Wesley Publishing Company. : Chamot, A. U., & O’Malley, J. M. (1996). The Cognitive Academic Language Learning Approach (CALLA): A model for linguistically diverse classrooms. The Elementary School Journal, 96(3), 259-273. : Chamot, A., & O’Malley, J. (1996). Implementing the cognitive academic language approach (CALLA). In R. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspective (pp. 167-174). Manoa, HI: University of Hawaii Press. : Chamot, A.U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach (2nd ed.). White Plains, NY: Pearson Education/Longman. : Cheng, S., Kuo, CW y Kuo, CH. (2012). Research article titles in applied linguistics. Journal of Academic Language and Learning, 6, 1, 1-14. Disponible en: [265]https://journal.aall.org.au/index.php/jall/article/view/178 : Christison, M., y Krahnke, K. (1986). Student perceptions of academic language study. tesol Quarterly, 20(1), 61-81. doi: [151]https://doi.org/10.2307/3586389 : Colombi, C. (2002). Academic Language Development in Latina student's writng in Spanish. In M. Schleppegrell, & M.C. Colombi (Eds.). Developing advanced literacy in first and second languages (pp. 67-86). MahwaH, NJ: Erlbaum. : Colombi, C. (2006). Grammatical metaphor: Academic language development in Latino setudents in Spanish. In H. Byrnes (Ed.), Advanced Language Learning: the contributions of Halliday and Vygotsky (pp. 147 - 163). London; New York: Continuum. : Crosson, A., Matsumura, L., Correnti, R. & Arlotta-Guerrero, A. (2012). The quality of writing tasks and students’ use of academic language in Spanish. The Elementary School Journal, 112(3), 469-496. DOI: 10.1086/663298 : Cummins, J. & Man Y.-F. E. (2007). Academic language: What is it and how do we acquire it? In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 797-810). Boston, MA: Springer . : Fang, Z. y Park, J. (2019). Adolescents' use of academic language in informational writing. Reading and Writing, (33), 97-119. [105]https://doi.org/10.1007/s11145-019-09937-8. : Figueroa, J., Meneses, A. & Chandía, E. (2018). Academic language and the quality of written arguments and explanations of Chilean 8th graders. Reading and Writing, 31(3), 703-723. Doi: 10.1007/s11145-017-9806-5 : Hood, S. (2010). Appraising Research. Evaluation in Academic Language. Basingstoke: Palgrave Macmillan. : Ignatieva, N. & Rodríguez-Vergara, D. (2015). Verbal processes in academic language in Spanish: Exploring discourse genres with- in the systemic functional framework. Functional Linguistics, 2(1), 2-14. [127]https://doi.org/10.1186/s40554-015-0014-9 : Krashen, S., & Brown, C. L. (2007). What is academic language proficiency? STETS Language and Communication Review, 6(1), 1-4. : Lorenzo, F. (2017). Historical Literacy in bilingual settings: Cognitive academic language in L2 History Narratives. Linguistics and Education, 37, 32-41. : Lorenzo, F., Granados, A. & Ávila, I. (2019). The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes, 41, 100767. : Menken, K. (2012). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438-476. : Reppen, R. (2004). Academic language: An exploration of university classroom and textbook language. En U. Connor & T. Upton (Eds), Discourse in the professions. Perspectives from corpus linguistics (pp. 65-87). Amsterdam: Benjamins. : Schleppegrell, M. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(1), 153-170. : Schleppegrell, M. J. (2003). Grammar for writing: academic language and the ELD Standard. Language Learning, 63(1), 153-170. Recuperado de [79]http://esolonline.tki.org.nz/content/download/15852/110044/file/Grammar+for+writing +Academic+language+and+the+ELD+standards.pdf : Schleppegrell, M. J. (2012). Academic language in teaching and learning. Introduction to the Special Issue. The Elementary School Journal, 112(3), 409-418. DOI: 10.1086/663297 : Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(s1), 153-170. : Schulze, J. (2015). Academic language, English language learners, and systemic functional linguistics: Connecting theory and practice in teacher education. The CATESOL Journal, 27(1), 109-130. : Snow, C. & Uccelli, P. (2009). The challenge of academic language. En D. Olson & N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 112-132). Cambridge: Cambridge University Press. : Swinney, R., & Velasco, P. (2011). Connecting content and academic language for English learners and struggling students. Grades 2-6. Thousand Oaks, CA: Corwin. : Uccelli, P. Dobbs, C. L. & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62. DOI: 10.1177/0741088312469013 : Wewer, T. (2014b). Academic language: Raising awareness of subject-specific literacies. A Capstone Project Report. Retrieved from [178]http://www.fulbright.fi/sites/default/files/Liitetiedostot/Stipendiohjelmat/Suomalaisille/da_fy14_capstone_project_wewer_finland.pdf . |