Academic Language Acquisition

Abstract

The implementation of the Common Core State Standards (CCSS) has promoted the increased teaching of academic vocabulary in all subject areas. The current study examined the rationale behind the CCSS’s decision to increase academic language acquisition. Multiple sources were systematically reviewed to find implications for teaching academic language in the content areas. Research studies were examined to determine the impact of requiring academic language acquisition in the classroom with English Language Learners (ELLs). The current study found that ELLs struggle to achieve academic language proficiency in a short time because ELLs acquire social language before academic language. Results suggest that Academic language needs to be explicitly taught by all educators to prepare children for college and careers.