ABSTRACT
Today’s youth are not adequately equipped with the necessary critical thinking skills for workplace success, as indicated by poor reading skills worldwide. This chapter provides an overview of the literature and related theories surrounding high-quality, classroom-based language as the vital foundation for students’ critical thinking and thus, successful reading comprehension. A main chapter aim is to discuss the implications of research findings in the area of high-quality, classroom-based language. In particular, the researched link between high-quality language use and students’ language and reading outcomes calls for a transformation of classrooms—especially those characterized by linguistic and cultural diversity—into language-rich environments, where students are frequently exposed to and practice using high-quality language. Existing research findings suggest that teachers will bear the primary responsibility in ensuring high-quality classroom language environments. For example, with the use of open-ended questions during shared book reading and peer discussion, teachers can encourage students to practice high-quality language. Additional chapter aims include identifying gaps in classroom language research, including a lack of experimental studies and a disproportionate focus on vocabulary, and providing suggestions for future directions.
