Discipline-Specific Academic Language
Academic language can be adapted to many different uses. Each discipline uses its own discipline-specific variations of academic language. Sometimes the meaning of this language overlaps between disciplines, while in other instances it may carry an entirely different meaning. For instance, there are multiple uses of the word perspective in art, and although some of these uses may be similar to how it might be used when discussing science or history, there are certain uses that are entirely unique to the discipline. In addition to shared language, there is academic language that is entirely unique within a given discipline. It may eventually become so specialized within their discipline that it could become entirely unrecognizable to those outside the discipline.
Ensuring language competency cannot be the sole burden of English teachers but must be emphasized across all disciplines, a contemporary expectation that isn’t yet being universally adopted amongst educators. The danger is in that educators are experts in their discipline, and in many cases may overlook properly introducing complex language or its discipline-specific application simply because it seems rudimentary to them. It is crucial for educators to understand how students think and what they may be challenged by, and to become more aware of the way in which they reference existing language to explain new terminology.
In the language arts, the student’s ability to convey a literal understanding, to develop an intertextual reading, and to identify and explain recurring themes demonstrates understanding and thoughtful engagement by the student. In the language of history, it is used to establish context, content, and to interpret ideas and events from a particular time and to develop both a critical and empathetic understanding of how it is related to that which precedes and follows it. The language of science is often represented in ways that have little crossover with other disciplines. It is highly technical, empirical, objective, literal, well-organized, and hierarchical. The language of mathematics is perhaps the most distinct as it shares almost no academic language with other disciplines; it uses unfamiliar symbols and unusual methods of organization. It’s abstract nature makes it heavily reliant on a thorough understanding of prior concepts.
Academic language doesn’t always need to be overtly explained, and can often be inferred and reinforced in dialogue with students. Because of a lack of appropriate language to express an understanding, students will often provide fragmented answers to questions posed in the classroom. Demonstrating appropriate use of academic language specific to that discipline by neutrally rephrasing these statements is perhaps the most popular method to subtly develop academic language, and seems to be widely employed across many disciplines.
In many ways, language is more important than that which it describes. The books, facts, theories, and subjects will continue to change for students, but the specific language and the general linguistic ability that it develops will be a relatively static asset in sustaining an ongoing understanding of the world around them.
There are certain words that are used with great frequency that elude general definition. In the arts, perhaps there are no words quite as vague and yet loaded with meaning as the words creative, beautiful and abstract. What do these words mean to you? How do you use them in colloquial speech? In what ways are they used in your particular discipline?