JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Attitudes, Perceptions, and Knowledge - Academic Language and Academic Vocabulary of Pre-Service Teachers  

Author(s): Victoria Cardullo, Stacie Finley, Megan Burton, L. Octavia Tripp

Citation:Victoria Cardullo, Stacie Finley, Megan Burton, L. Octavia Tripp, (2017) "Attitudes, Perceptions, and Knowledge - Academic Language and Academic Vocabulary of Pre-Service Teachers ," Journal of Higher Education Theory and Practice, Vol.17, Iss. 9, pp. 21-35

Article Type: Research paper

Publisher: North American Business Press

Abstract:

In recent years, there has been an emphasis placed on the academic language and vocabulary used in the classroom. Vocabulary and syntactic knowledge in oral and written language embodies specific skills that allow students to meet academic demands across the curriculum. Academic language often represents a range of knowledge of word definitions, understanding of word parts, and the nuances of vocabulary meanings. Proficiency in academic language helps students acquire new vocabulary and comprehend academic content material. This means teacher preparation programs must be preparing pre-service teachers to handle the complex and dynamic demands of teaching academic language and vocabulary.