ABSTRACT
The purpose of this chapter is to present practical strategies for teaching academic registers of language in a classroom where students are expected to recognize and produce a standardized variety of Spanish and of English. 1 This approach is relevant for teachers in many contexts, whether all students or only a few are becoming bilingual. As educators, we must be aware of the variation in grammar that native-speaking and heritage students often bring to the classroom, and we must use the grammar that students already know to help them acquire the school-based variety of Spanish (or English) that is usually considered necessary for academic success.
