"Drs. Margo Gottlieb and Gisela Ernst-Slavit’s original series has always been my go-to resource for understanding academic language and its application to curriculum, instruction, and assessment. The reconceptualization of academic language in this new edition brings educators to the most contemporary, research-informed, and evidence-based understanding of academic languaging as an active process that honors multilingualism and invites students to use their full linguistic repertoires across various contexts.
"Academic Languaging: Engaging Multilingual Students in Content Area Learning arrives at a pivotal moment for K-12 education, offering educators a timely and transformative approach for supporting multilingual learners. With the notion of “academic language” evolving to acknowledge the dynamic concept of “languaging,” this book redefines how we view and approach language in content classrooms. Academic languaging moves beyond the constraints of traditional school language, embracing students’ diverse linguistic and cultural assets as integral to learning.
"In this timely and vital new edition, Ernst-Slavit and Gottlieb reconfigure academic language for an era defined by artificial intelligence, heightened student stress, and the embrace of asset-based approaches, such as translanguaging pedagogy. The book is packed with essential updates for today's classrooms, including: • Rich strategies for digital literacy and multimodal learning, • Creative approaches to movement, visual arts, and hands-on learning, • Practical ways to build student voice and agency, and
"As educators, we want to embrace students’ languages, cultures, lived experiences, interests, perspectives, and multiliteracies. How can we do this and simultaneously support them to master academic language across the content areas? Scholars Ernst-Slavit and Gottlieb’s latest contribution brilliantly show us how to engage all language learners, put their language assets and cultural perspectives front and center, and support them as empowered autonomous learners."
"Congratulations to Drs. Ernst-Slavit and Gottlieb and their new book replete with essential academic content and pragmatic applications for educators of multilingual learners to use in their everyday work. This book moves the field of multilingual education forward by addressing both the complexities of the construct ‘academic language’ and its prior limitations and definitions, and building into the dynamic concept of ‘academic languaging’, an action-oriented approach to schooling that underscores the interactive nature of how language is used in multiple formats and modalities.
"This insightful book invites all educators, monolingual or multilingual —particularly future and in-service teachers, coaches, administrators, and teacher educators—to embrace all the languages and cultural experiences multilingual students bring to school as they support their development of “academic languaging”. The examples provide practical ideas for educators on the “what” it is and "how” to create languaging opportunities for multilingual learners to make meaning of and access content area knowledge using their complete language systems and cultural perspectives.
"This book engages teachers in a deep examination of the notion of academic language, not as a fixed or static concept, but as a reflection of the dynamic “languaging” practices that are enacted within multilingual schools and communities. It provides rich tools and resources for a variety of classroom contexts, grade levels, and content areas, with concrete examples to help teachers adapt and modify suggested strategies for their own particular settings.
“What an exciting way to approach languaging in the content areas! Gisela’s and Margo’s book lays the groundwork for looking at language, literacy, and core content through the actions of multilingual learners and their teachers. They show how multilingualism is at the heart of multilingual learners’ identities and how multimodalities can open doors for increasing their access to content and showing evidence for learning. Through model texts, they illustrate how to make dimensions of language come to life to promote student engagement.
“This book is a much-needed collection for teachers and teacher educators interested in language and content integration for multilingual learners. By focusing on going beyond the construct of academic language to considering ‘academic languaging’, Ernst-Slavit and Gottlieb offer ways to support and incorporate multimodalities and multiple means of expression into instruction to optimize multilingual learners’ content learning. One significant feature is the inclusion of model texts demonstrating how language features function within specific content areas.