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An AALD class typically refers to an Academic Language Development class, though sometimes the acronym is rendered differently (e.g., ALD, AALD: Academic/Advanced Academic Language Development). These classes are designed to support English learners (ELs) and sometimes other language-minority or underperforming students in developing the academic language proficiency they need to succeed in content-area classes like English Language Arts, Science, and Social Studies.

Through the lens of Dr. Kate Kinsella, a leading expert on academic language instruction and English Learner achievement, an AALD class would be characterized by the following key elements:


1. Explicit, Structured Language Instruction

Kinsella emphasizes that academic language doesn't just "develop naturally" through exposure. An AALD class would include direct instruction in:

  • Precise academic vocabulary (e.g., analyze, summarize, justify)

  • Functional language (e.g., sentence starters, transition words for discussion and writing)

  • Complex sentence structures

  • Discourse strategies for classroom interactions

Example practice:

Teacher explicitly teaches the word "justify," models how to use it in a sentence, and provides structured partner practice: "I justify my answer by explaining..."


2. Oral Language Development

According to Kinsella, students need plentiful, structured opportunities to speak using academic language. In an AALD class:

  • Students would practice academic conversations daily

  • Teachers would model and scaffold discussion routines (e.g., “I agree/disagree because…” or “Can you clarify what you mean by…”)

  • Students would engage in partner and group activities where they practice expressing their thinking clearly and confidently


3. High-Utility Vocabulary in Context

Rather than focusing solely on isolated word lists, Kinsella advocates for teaching vocabulary that:

  • Is frequent and transferable across disciplines

  • Supports comprehension of complex texts and writing tasks

  • Is practiced in context through reading, writing, speaking, and listening tasks


4. Purposeful Reading & Writing

An AALD class aligned with Kinsella’s practices would not do random reading or writing. Instead, students would engage in:

  • Close reading of informational and literary texts with language and comprehension scaffolds

  • Writing tasks that require evidence, explanations, and clear structure

  • Sentence frames and paragraph templates that help students organize their ideas with academic precision


5. Scaffolded Participation & Accountability

Kinsella stresses the importance of engaging all students equitably, not just those who volunteer. In an AALD class:

  • Teachers use cold calling, partner shares, response frames, and visible participation routines (thumbs up/down, whiteboards) to ensure all voices are heard

  • Student accountability is built into every activity, with clear expectations for language production


6. Explicit Social-Emotional Support for Language Learners

Kinsella also emphasizes creating a safe, encouraging environment where language risk-taking is supported. An AALD class would:

  • Celebrate effort in speaking/writing even when imperfect

  • Build student confidence in using “big words” and academic phrases

  • Normalize the struggle of learning academic language as a valuable process


 An AALD Class

Feature Description
Purposeful Language Focus Academic vocabulary, syntax, discourse explicitly taught
Student Talk Frequent, scaffolded opportunities for oral language
Contextualized Vocabulary Taught through reading, writing, and speaking tasks
Structured Participation All students engage, not just volunteers
Scaffolded Literacy Tasks Purposeful reading and writing with clear supports
Safe Learning Climate Encourages risk-taking and builds confidence