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.
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..."
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
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
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
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
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
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 |