“Stretching Language”: Supporting ELLs in Building Academic Vocabulary

“Stretching” language is an essential but underrated way educators can teach academic language to students, especially those who are acquiring English as an additional language.

Incorporating new and infrequently used vocabulary into our linguistic repertoire is not easy – even for adults. As educators, we must often adopt new terminology to align our practice and professional discourse with ever-evolving instructional strategies.

For example, I probably never used the phrase “phonemic awareness” as a middle school teacher. But as foundational literacy or “science of reading” approaches have quickly become part of my day-to-day work, I kept running into the phrase.

But once I encountered the word a few times, and was compelled to use it in conversations with colleagues, it became a term I felt comfortable using. In short, I needed to find ways to “stretch” my language usage to make it a word I could use comfortably.

Students are constantly learning new, infrequently used words every day in Ontario classrooms, particularly in subjects like math, science, and social studies. But in order for them to make those words easy to retrieve and use, they must have opportunities for practice.

The practice of using new academic words is even more challenging for English language learners (ELLs), who may also be learning everyday social language as they learn subject-specific vocabulary. As educators, it is important that we create opportunities for students to “stretch” their linguistic abilities so they build language skills for academic success.

What does it mean to help Students “Stretch” Language?

Stretching language, as Pauline Gibbons points out in her book, Scaffolding Language, Scaffolding Learning, is all about compelling students to step beyond their linguistic comfort zones. It is an essential element for teaching ELLs in the mainstream classroom: pushing students into their zone of proximal development, and encouraging to take risks with words.

We can start by “front loading” new words and phrases when we start a lesson or unit of study. It is important not to overwhelm students too much with too many new words at once. Personally, I find that 2-3 words is great for elementary students including ELLs.

One great way to introduce new words is to use a strategy like picture word inductive model. This might involve projecting a detailed image related to the content on a white board and getting students involved in labelling it, and adding more “academic” versions of more commonly used words. For example, imagine a picture of a tractor plowing through a field of wheat. Students might come up with words like “tractor,” or “crops,” and the teacher might bring in words like “agriculture” or “commercial farming”.

a photo of a tractor in a wheat field, harvesting crops. The photo is labeled with words for students.
an example of picture word inductive model.

You might also encourage students to notice new vocabulary in a video, information text, or article. Capture those words on a word wall or chart paper. Point out any morphological elements, like prefixes or suffixes to help students create meaning.Next is the fun part – getting students to use the new words in conversation.

“Strive for Five” Conversations: a Strategy for Stretching Language

One resource that explains how to stretch language effectively is Strive for Five Conversations, by Tricia A. Zucker and Sonia Q. Cabell. In this book, the authors focus on how oral comprehension and speaking skills support reading and language acquisition. How? For most people, talking and interacting in a target language is essential to learning how to read and communicate with it. Through hearing words and connecting their sounds with contextual meaning, we learn language. And in the case of English, once those sounds and meanings are learned, we can map them on to alphabetic code.

How does Strive-for-Five work?

Strive for five is a 5-turn conversation a teacher would have with a student while they are engaging in learning tasks, independently or in small groups.

  1. Teacher asks an open-ended question
  2. Student responds
  3. Teacher responds with an upward or downward scaffold depending on whether they need a challenge or support.
  4. Student responds
  5. Teacher expands, and may incorporate academic vocabulary to help the student build their ability to understand and use more content-specific language.

Of course, there are a number of directions these conversations can go, and the authors do an amazing job of unpacking different scenarios. The main takeaway is that these simple conversations are a high impact way of getting students to stretch their academic language through meaningful talk. The book contains easy to reference scaffolding charts, plus examples of Strive for Five conversations in different contexts.

For example, classroom teacher might have important vocabulary listed on a word wall in the classroom. A sample conversation with an MLL about the water cycle might sound like this.

Teacher: What is happening in that picture? (points at graphic of the water cycle in a student science resource).

Student: The water is drying up, then it makes a cloud.

Teacher: Oh – I see what you mean, it is evaporating. That’s the word for drying in the water cycle. And then the condensation forms a cloud. And then what happens?

Student: The water goes back to the earth as rain from the cloud.

Teacher: Yes! That’s also called precipitation. First there’s evaporation, then condensation, and precipitation. 

Final Thoughts

“Stretching” language is an easy-to-implement instructional strategy that complements content based instruction for elementary learners, and will support students’ abilities to read and understand texts with increasing amounts of academic language. Using strategies like PWIM and Strive for Five can support ELLs as they work to acquire academic vocabulary as they learn English.

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