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Success in school calls for using language in new ways to accomplish increasingly challenging discursive tasks across grade levels and school subjects. As children develop new knowledge, they also need support in using language in new ways. This introduction to the special issue offers insights into the challenges and affordances of developing academic language and suggests implications for pedagogy, teacher education, and further research.

As the knowledge that students have to learn becomes more specialized and complex in secondary schools, the language that constructs such knowledge also becomes more technical, dense, , and complex, patterning in ways that enable content experts to engage in specialized social and semiotic practices. In order to effectively engage with the texts of disciplinary learning at the secondary level, adolescents need to develop new literacy skills and strategies in each subject area. This paper illuminates some of the ways language is used in secondary science, history, and mathematics and describes an approach to secondary reading, functional language analysis, that offers teachers strategies for focusing on language itself as a way to help students comprehend and critique the advanced texts of secondary schooling. مع ازدياد معرفة الطلاب تخصصاً وتعقيداً من حيث التعلم في المدارس الثانوية فإن اللغة التي تبني معرفة كهذه أيضاً تصير أكثر تقنية وتعقيد وأكثف وأغمض وهي تتشكل بالتالي في الطرق التي تمكن من خلالها متخصصي السياق من أن يشتغلوا في ممارسات اجتماعية وعلاماتية. ومن أجل الاشتغال بنصوص التعلم المجالي بشكل فعال على المستوى الثانوي فإن المراهقين يحتاجون إلى تطوير مهارات وإستراتيجيات جديدة في معرفة القراءة والكتابة في كل مجال محتوى. لذا تسلط هذه الورقة الضوء على بعض الطرق التي تستخدم فيها اللغة في المواد الثانوية كالعلوم والتاريخ والرياضيات وتصف مدخلاً للقراءة الثانوية وتحليل اللغة الوظيفي الذي يوفر المعلمين إستراتيجيات للتركيز على اللغة نفسها كطريقة لتساعد الطلاب في الاستيعاب والقيام بنقد النصوص المتقدمة في الدراسات الثانوية. 在中学里，学生要学习的知识已变得更专门、更复杂的同时，建构这些知识的语言亦变得更技术性、稠密、抽象和复杂，其结构模式可以让学科内容专家从事专门的社会学及符号学的教学实践。青少年在中学里如要有效参与学科文本的学习，就需要在每一个学科中发展新读写技能与策略。本文阐明一些在中学科学科、历史科及数学科上语言的运用方法，并描述功能语言分析作为一个中学阅读教学方法，为教师提供一些针对语言本身的教学策略，以帮助学生理解及评论中学高级程度学科文本的内容。 Alors que les connaissances dont disposent les élèves pour apprendre deviennent plus spécialisées et plus complexes dans les établissements du second degré, le langage qui construit ces connaissances devient lui aussi plus technique, dense, abstrait et complexe, une structuration telle qu'elle permet aux spécialistes des disciplines de mettre en oeuvre des pratiques sociales et sémiotiques spécialisées. Pour qu'ils puissent s'investir vraiment dans des textes des disciplines d'apprentissage au niveau secondaire, les adolescents doivent développer de nouvelles compétences et de nouvelles stratégies en lecture‐écriture pour chaque discipline. Ce texte clarifie quelques‐unes des façons dont le langage est utilisé dans le second degré en science, histoire et mathématiques, et présente une approche de la lecture dans le second degré, l'analyse fonctionnelle du langage, qui offre aux enseignants des stratégies pour se centrer sur le langage en tant que tel comme moyen pour aider les élèves à comprendre et à discuter les textes complexes de la scolarisation dans le second degré. Поскольку уже на уровне средней школы учащиеся должны получать все более сложные и специализированные знания в различных предметных областях, языковое оформление этих знаний тоже усложняется: оно становится более плотным, абстрактным и насыщается терминами, то есть копирует социальное и семиотическое общение специалистов в данной области науки. Чтобы соответствовать столь высокой планке, подросткам необходимы новые навыки грамотности и стратегии работы с предметными текстами. В статье представлены некоторые форматы вербального общения на уроках естественнонаучного цикла, истории и математики и описан возможный подход к чтению предметных текстов и функциональному анализу языка, который позволяет помочь учащимся освоить сложное предметное содержание непосредственно через язык. A medida que lo que los estudiantes tienen que aprender en la escuela secundaria se vuelve más y más especializado y complejo, el lenguaje para tales conocimientos también se vuelve más tecnológico, denso, o y complejo, creando patrones que les permiten a los especialistas en contenido emplear prácticas sociales y semióticas especializadas. Para eficazmente envolverse con los textos de las disciplinas al nivel secundario, los adolescentes necesitan desarrollar nuevas destrezas de alfabetización y estrategias en cada asignatura. Este ensayo explica algunas de las maneras en que se usa el lenguaje en clases de ciencias, historia y matemáticas en la escuela secundaria y describe un acercamiento a la lectura secundaria, el análisis de lenguaje funcional, que le ofrece a los maestros estrategias para enfocarse en el lenguaje mismo como manera de ayudar a los estudiantes a entender y criticar los textos avanzados de la escuela secundaria.

Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of systemic functional linguistics is providing useful metalanguage for exploring language and meaning in curricular activities that also support disciplinary learning. It illustrates how language-based content teaching can provide the support children need.

This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high‐quality disciplinary literacy learning opportunities across subject areas that engage students in critically examining the world around them, interrogating accepted knowledge, contributing their own perspectives to shape that knowledge, and sustaining and developing the literacies needed to do this work.

One of our primary goals has been to ensure that rich and complex informational texts have a presence in the curriculum of elementary grade English learners. But this is only the beginning. English learners then need support in accessing the ideas in those texts.

Translanguaging supports emergent bilingual students to draw on languages they bring to the classroom to learn, even as they develop English. This practice also supports schools to develop stronger partnerships with students’ communities. Mina Hernandez Garcia, Mary J. Schleppegrell, Hasna Sobh, and Chauncey Monte-Sano report on a researcher-teacher collaboration that studied translanguaging and how it enabled students to demonstrate their knowledge while engaging in inquiry in social studies. Interviews with the teacher and students and episodes of classroom interaction exemplify how students participated and shared their perspectives. They suggest how schools, teachers, and community members can create a translanguaging school that supports students’ learning and futures as bilingual citizens.

PurposeThis practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.Design/methodology/approachAs the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.FindingsLLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.Originality/valueThis article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.

Increase in migration around the world has put a focus on the role language plays in the construction of knowledge across school subjects, as attention to language can support diverse learners in subject area learning. Drawing on the notions of and from systemic functional linguistics, this article shows how are powerful resources for knowledge construction and presentation that vary in the ways they are drawn on in different disciplines for functional purposes. In addition, it shows how developmentally, children move from elaboration and expansion of the noun group toward abstraction and grammatical metaphor through nominalization. Examples from language arts, science, and history/social studies illustrate the roles nouns, noun groups, and nominalization play in constructing knowledge at different age levels and in different subject areas. Implications for pedagogy are drawn.

Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.

In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the use of graphic organizers along with cooperative learning activities. This article reports the results of a project intended to enhance CBI through activities that focus on the role of language in constructing knowledge. The strategies we present are based on identification and analysis of the challenges presented by grade-level textbooks in middle school history classrooms. By engaging in functional linguistic analysis, ELLs and their teachers can deconstruct the language of their textbooks, enabling students to develop academic language by focusing on the meaning-making potential of the historian's language choices.