A colleague sent me a link to a lesson guide about teaching students "academic language".
His reaction was horror, especially at lines like:
When they hear themselves “sounding smart,” it is a source of excitement and motivation in the classroom.
A few scattered thoughts:
First, I share my colleague's worry that focusing on "sounding smart" sends the exact wrong message, as if only the elite have complex or worthwhile ideas, and as though the goal is to imitate the elite's worst and most superficial traits rather than developing complex thinking and articulation organically.
That said, I think one thing to keep in mind is that some of us, including me, come from backgrounds where we can take many educational privileges for granted. Growing up, I could take for granted that I would be immersed in language and knowledge that would make me familiar with a wide vocabulary and a wide breadth of experience. I could take for granted that I'd have decent ability to adjust my phrasing and terminology to match formal or academic situations.
This isn't just a matter of learning some rote rules--it means the ability to communicate clearly and convincingly. For instance, in my programming work, when I write a bug report issue, I know to be specific and explicit because I'm very familiar with how hard it can be to parse someone else’s casual and vague language, even when they know exactly what they mean. To my colleague, I'd ask them to imagine if I wrote in an issue just that something vaguely “worked”, as opposed to writing more specifically “I was able to see the user’s profile” or whatever. My guess is they'd feel left in the dark a bit.
I’m a bit playing devil’s advocate, because I share a lot of my colleague's reservations about this type of approach. But I think it’s worth noting that there are specific pieces of knowledge and experience that are not available to many learners, if teachers are not specifically introducing them. To skeptics, I'd challenge them: are you so sure it does the students a service to act as though it’s ok if they never learn or experience this background information, or only learn it if they organically come to the intention of learning them?
Still, I agree this piece is awkward. I think much of the point doesn’t need the “academic language” framing to hit on something valuable.
One of the most valuable learning experiences I ever had was to write a regular opinion column in my college newspaper, because my editor (Alice!!) insisted that I present my thinking clearly, and wouldn’t print it until it was good--at least, good at presenting the argument that I set out to present. This process ironed the laziness out of my thinking. I had had no idea how little rigor I was applying to my own thoughts, and how much I had a tendency to hide behind vagueness, rhetorical tics, and assumptions.
I think it’s hugely valuable to be forced to be more specific about what you mean, and I don’t think that needs to be a question of academic context specifically, though I can see how that could be a convenient entry point to it. A lot of this piece is really just talking about learning to write, which requires organizing your thoughts, examining what you said against what you meant, and empathizing with a reader who doesn’t have extra context.
A hard thing about prescriptive academic proposals is that most of the time, it’s possible to imagine some teacher and student for whom the proposal would work well. And, it’s possible to imagine others for whom the proposal would get in the way of authentic learning.
I think it’s hard to summarize the quality of a proposal overall; a more valuable step might be to imagine situations where it would and wouldn’t be appropriate, and try to add it as a tool to your toolbelt, and also to remember the inappropriate version so as to avoid it.