Words Worth Using: Supporting Adolescents' Power With Academic Vocabulary
Words Worth Using: Supporting Adolescents' Power With Academic Vocabulary
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Overview
Help adolescents learn and use the academic words that will assist them in school and beyond. The author argues that “words worth using” must matter to adolescents’ authentic work in the disciplines and connect to their lived experiences. Rather than using a model of vocabulary instruction that positions students as passive recipients who must simply memorize definitions, Townsend outlines a metalinguistic approach that shows students how to learn words by using them in ways that are meaningful to their identity, language background, and individual interests. The book provides research-based instructional routines to support adolescents as they learn and use new words in their disciplinary learning. It explores how academic vocabulary can position students as “insiders” or “outsiders,” and how culturally sustaining instruction can welcome all students into discovering and using language. Words Worth Using will be a popular resource for teachers who feel stymied by the sheer volume of words they are expected to teach.
Book Features:
- An engaging exploration of adolescents and the kinds of powerful word learning that endure.
- Metalinguistic awareness as an underleveraged approach to helping adolescents develop word knowledge in engaging ways.
- A culturally sustaining pedagogy framework with specific attention to emergent bilinguals.
- “Words Worth Using” boxes that share the etymology and morphology of many important words throughout the text.
- A careful review and explanation of research accompanied by classroom anecdotes, real-world examples, and templates for teachers and instructional leaders to use in their own contexts.
Product Details
| ISBN-13: | 9780807781364 |
|---|---|
| Publisher: | Teachers College Press |
| Publication date: | 10/28/2022 |
| Series: | Language and Literacy Series |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 18 MB |
| Note: | This product may take a few minutes to download. |
About the Author
Table of Contents
Foreword xi
Preface: Metalinguistic Word Knowledge Is Everywhere! xiii
Acknowledgments xix
Part I Learning Academic Words: A Promising Intersection of Language, Culture, and Disciplinary Learning
1 Academic Words for All Adolescents 3
Preview Questions 3
Introducing Classroom T4 3
Why a Focus on Words Worth Using? 4
Questions That Support a Focus on teaming Vocabulary 6
How Will We Answer These Questions in the Context of Secondary Classrooms? 11
An Introduction to Culturally Sustaining Pedagogies 12
The Intersection Between CSP and Metalinguistic Awareness 17
Chapter Summary and Discussion Questions 18
2 What Is Academic Vocabulary? 20
Preview Questions 20
Reading and Talking About Sports, Hard Work, and Trauma in Classroom T4 20
What Will I Learn From This Chapter? 23
What Is Academic Vocabulary? 23
What Makes Academic Vocabulary Academic? 25
Academic Vocabulary and Academic Language 26
Introduction to Types and Features of Academic Words 29
Types of Academic Words 29
Features of Academic Words 31
Summary of Types and Features of Academic Words 39
Critiques of Academic Vocabulary and Academic Language: Race, Power, and Language 39
Chapter Summary and Discussion Questions 40
3 Metalinguistic Awareness of Academic Words Across Disciplines 42
Preview Questions 42
Playing With Connectives in Classroom T4 42
Metalinguistic Awareness and the Vocabulary Conundrum 44
The Intersection of Vocabulary Development and Instruction (or, Why Metalinguistic Awareness Matters) 47
The Power of Metalinguistic Awareness for Academic Word Learning 49
What Does Instruction That Promotes Metalinguistic Awareness Look Like? 51
Metalinguistic Awareness of General Academic Words 53
Metalinguistic Awareness of Polysemy in Academic Words 55
Metalinguistic Awareness and Culturally Sustaining Pedagogies 56
Chapter Summary and Discussion Questions 58
4 Metalinguistic Awareness of Academic Words Within Disciplines 60
Preview Questions 60
Thinking Like a Researcher in Classroom T4 60
Disciplinary Literacy Defined 61
Disciplinary Literacy and Academic Vocabulary 65
Learning Words With Passion and Purpose 66
Disciplinary Literacy and Metalinguistic Awareness in Science 67
Disciplinary Literacy and Metalinguistic Awareness in Social Studies 70
Disciplinary Literacy and Metalinguistic Awareness in Math 73
Chapter Summary and Discussion Questions 76
Part II Identifying Words WOrth USing And EStablishing Routines for Learning
5 Selecting Words Worth Using 81
Preview Questions 81
Selecting Words Worth Using for Our Students in Classroom T4 81
Selecting Words Worth Using 84
Introduction to Three Guiding Questions for Selecting Words Worth Learning 86
Question 1: Who Are My Students? 87
Question 2: What Is My Disciplinary Objective? 89
Question 3: How Deeply Do I Want My Students to Know the Central Words? 90
What Happens If We Don't Ask These Questions as We Select Words Worth Using? 93
An Example of Using the Three Questions to Identify Words Worth Using 94
Chapter Summary and Discussion Questions 97
6 Principles for Instruction and Assessment to Support Metalinguistic Word Learning 98
Preview Questions 98
Traditional Vocabulary Instruction Versus Opportunities for Metalinguistic Word Learning in Classroom T4 98
Introducing Instructional Principles for Developing Metalinguistic Awareness 101
The Four Principles for Metalinguistic Academic Vocabulary Learning, in Real Life 110
Principles for Assessment of Metalinguistic Word Learning 113
Examples of Academic Vocabulary Assessments 116
Assessment Templates That Can Be Adapted to Any Disciplinary Objective 118
Chapter Summary and Discussion Questions 120
7 Instructional Routines for Metalinguistic Word Learning 122
Preview Questions 122
A "Vocabulary Wall" for Classroom T4 122
Introducing Instructional Routines for Metalinguistic Word Learning 124
Two Instructional Resources: Vocabulary Walls and Vocabulary Journals 124
Instructional Routine #1: Engaging, Multimodal Explanations 127
Instructional Routine #2: Daily Writing and Discussion 128
Instructional Routine #3: Metalinguistic Maps 131
Instructional Routine #4: Sorts and Matching Tasks 137
Considering the Instructional Routines Together With a CSP Lens 141
Chapter Summary and Discussion Questions 142
Conclusion 143
Why Words Worth Using? 143
Future Directions for Metalinguistic Awareness and Academic Vocabulary: Academic Sentences 143
Appendix: Resources for Metalinguistic Word Learning 145
Endnotes 149
References 151
Index 161
About the Author 167
What People are Saying About This
“This book is built upon research and grounded in teaching practice. It offers a rich, contemporary, and inspiring vision of the development of academic word knowledge, drawing on all we have learned over decades of intervention studies.”—From the Foreword by Gina Cervetti, associate professor, University of Michigan
“This book gives educators a much-needed perspective that recognizes that the English lexicon is large, but that knowledge about its underlying systems can give adolescents the capacity to make sense of new words and topics. As teachers collaborate with adolescents in uncovering, understanding, and using these systems, students gain the strategies and stance for encountering new words confidently and independently. In this book, Dianna Townsend provides teachers with the means and incentive to give adolescents the gift of multilinguistic awareness.”—Elfrieda H. Hiebert, president and CEO, TextProject
“This wonderful book takes a deep dive past the notion that vocabulary is just learning word meanings. Through clear and relatable examples, Dianna Townsend explains how interactive explorations of words-in-use lead to the flexible, deep word knowledge students need.”—Margaret G. McKeown, clinical professor emerita, University of Pittsburgh