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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorFeller, Rebekah R.
dc.date.accessioned2021-09-07T21:57:48Z
dc.date.available2021-09-07T21:57:48Z
dc.date.issued2015-05-15
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5789
dc.description.abstractThe 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.
dc.subjectAcademic Language
dc.subjectEnglish Language Learner
dc.subjectCommon Core State Standards
dc.subjectVocabulary Instruction
dc.titleAcademic Language Acquisition
dc.typethesis
refterms.dateFOA2021-09-07T21:57:48Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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