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Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary
ing specialized language- and literacy-intensive subject matter in the later elementary grades and beyond?
What individual differences in language experiences and abilities do students bring to K-12 education? Do these differences help to explain observed disparities in school achievement?
What do research findings suggest about how to intervene in pre-K and K-12 classrooms to develop aspects of language needed for school achievement? What is known about how to measure progress?
What are the most urgent priorities for research, from basic and translational science to dissemination research? In particular, what still needs to be understood about: (1) aspects of language needed for learning academic subjects, (2) effects of language differences on achievement gaps, and (3) instructional approaches or other interventions that develop essential language capacities for academic learning K-12 classrooms?
THURSDAY, OCTOBER 15, 2009
Kenji Hakuta (Committee Chair), Stanford University
Barbara Chow, Education Program Director, William and Flora Hewlett Foundation
Panel 1: Vocabulary and Academic Language
Moderator: Claude Goldenberg (Committee Member), Stanford University
Erika Hoff, Florida Atlantic University
Mary Schleppegrell, University of Michigan
Erika Hoff, Do Vocabulary Differences ExplainAchievement Gaps and Can Vocabulary-TargetedInterventions Close Them?
Mary Schleppegrell, Language in Academic Subject Areasand Classroom Instruction: What Is Academic Language andHow Can We Teach It?