ABSTRACT
In chapter 1 the authors presented an overview of the history of the term academic language, a definition of academic language, and why we have to teach it in the content areas. In chapter 2 we offered ideas for motivating students, along with some research on what students claim motivates them. Chapter 3 offers insight as to why we began writing this text. The term academic language has been on the table for a number of years, but we have yet to see organization of the application of strategies that upper grade teachers (4–12) can use to facilitate the teaching of language in social studies, math, and science. That is where we have placed the Es and Rs list and the observation protocol checklist. The remaining three chapters address academic language in the major domains of vocabulary, reading, and writing.
