Mission View High School

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