AALD
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:
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Precise academic vocabulary (e.g., analyze, summarize, justify)
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Functional language (e.g., sentence starters, transition words for discussion and writing)
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Complex sentence structures
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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:
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Students would practice academic conversations daily
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Teachers would model and scaffold discussion routines (e.g., “I agree/disagree because…” or “Can you clarify what you mean by…”)
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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:
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Is frequent and transferable across disciplines
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Supports comprehension of complex texts and writing tasks
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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:
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Close reading of informational and literary texts with language and comprehension scaffolds
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Writing tasks that require evidence, explanations, and clear structure
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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:
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Teachers use cold calling, partner shares, response frames, and visible participation routines (thumbs up/down, whiteboards) to ensure all voices are heard
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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:
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Celebrate effort in speaking/writing even when imperfect
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Build student confidence in using “big words” and academic phrases
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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 |