Malaysia Research Paper-Vocab

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

2.3 Word Lists Reformulating the research questions: Can corpus research yield a general academic word list that spans the curriculum and is based on certain criteria?

Academic language then in the context of this paper is the functional string of word(s) historically referred to as lexis or discourse but today refined and redefined by researchers as academic formulaic sequential language.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Academic language then in the context of this paper is the functional string of word(s) historically referred to as lexis or discourse but today refined and redefined by researchers as academic formulaic sequential language.

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

Word families, in a sense are the widest linguistic picture with no discrimination.

Two critical aspects of language acquisition that stakeholders (students, instructors, administrators, material writers, researchers) and programs (English for Specific Purpose, Business English, General English, English for Academic Purposes) can agree on is that a large vocabulary is essential for language use and vocabulary learning (Schmitt, 2010).

Post Coxhead, perspectives have evolved and the importance of academic words and language has elevated to perhaps the highest level of importance.

Some abbreviated history can be helpful background though.

INTRODUCTION Over forty years ago a language researcher made an insightful observation proclaiming that writing or speaking without grammar results in little meaning but if you take away the vocabulary then nothing can be conveyed (Wilkins, 1972).

The last sections of the paper focus on assessment and speculation about the future .

GENERATIVE-USE LEARNING 6.1 Background The core argument of this paper is that by using global authentic issues; hunger, human rights, the environment, and cultural respect help students transform and transfer ownership and deep learning to the students with academic vocabulary as tools and generative use methodology as the path.

Classroom instruction needs rich context to facilitate what is known as generative-use learning.

This paper argues that a hard-copy notebook is quite effective when it is graded and has the support of an integrated autonomous learning system.

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

4.4 Vocabulary Notebooks Vocabulary notebooks are not novel and may even be considered artifacts of the past.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Retooling the research screening criteria: Could lemmas as a criterion yield better results?

The importance of Joe’s study and results has been analyzed and validated by (Nation & Webb, 2011).

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

To be successful students must be able to rationalize and then speak or write with purpose and reason.

One pragmatic research study used corpus to evaluate thousands of academic texts and then identified high frequency word families.

INTRODUCTION Over forty years ago a language researcher made an insightful observation proclaiming that writing or speaking without grammar results in little meaning but if you take away the vocabulary then nothing can be conveyed (Wilkins, 1972).

Generating authentic context opens the door to semantic insight into not just the word but phrases or chunks of language.

Learning English does not equate to the promotion of democracy nor anarchy.

Learning from authentic context with the help of online corpus queries is now a formidable learning tool.

Acquiring academic word and language proficiency is difficult and a complicated process.

Figure 2- Form, Meaning, and Association Guidance Autonomy Generative Notebook Words, notebooks, and personal learning networks are solidly in place but linkage to input that has authenticity and wide appeal is needed at this point in the process.

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

4.3 Greek and Latin English has a convoluted history of origins with many foreign language influences and intrusions.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

What is the optimum starting point?

This paper argues that a hard-copy notebook is quite effective when it is graded and has the support of an integrated autonomous learning system.

Students will no doubt struggle and grapple with the existence of poverty or something as deeply entrenched like world hunger.

Nation’s groundbreaking work used the British National Corpus as his academic repository and today his research is considered some of the most credible in the field of second language vocabulary acquisition.

6.2 Input – Multi-Media This paper recommends an antiquated but still effective way to engage learners using a five-stage paradigm for generative-use learning: engagement, exploration, transformation, presentation, reflection (Reid & Foreestal & Cook, 1989).

CORPUS RESEARCH 2.1 Words Dictionaries and credible sources inventory the English language somewhere between six hundred thousand to two million words (Gardner & Davies, 2010) (Michel, 2011).

Strong evidence of this can be seen in this definition that addresses the needs of the learners in intensive academic English programs: Academic vocabulary are the words and phrases that allow writers and speakers to do activities and processes that academic scholars typically do such as; research, analysis, evaluation, refer or argue, or work with statistical data (Nation, 2001).

DEFINITIONS 3.1 Academic Vocabulary Academic vocabulary is abstract, challenging but not impossible to image, has the potential for multiple meanings or forms, collocates in different ways, and involves complex decisions in knowing when, where, why, and how to use it.

Alternative assessment means the learner has to perform or produce something like a brochure or unique product, or an unscripted speech using academic prose.

If Corpus linguistics, etymologists, and vocabulary researchers coalesce then it may usher in an age of vocabulary acquisition not ever seen in modern or recent times.

However, this is a statistic and is there a way to reduce the percentage into something more tangible and therefore teachable?

The challenge is finding content that is interesting, connects to different learning styles and is relateable in diverse multi-cultural classrooms.

However, this is a statistic and is there a way to reduce the percentage into something more tangible and therefore teachable?

The figure below is sourced from this study and it illustrates how one affix helps the learner construct semantic meaning and visualize or learn five new words.

The challenge is finding content that is interesting, connects to different learning styles and is relateable in diverse multi-cultural classrooms.

DEFINITIONS 3.1 Academic Vocabulary Academic vocabulary is abstract, challenging but not impossible to image, has the potential for multiple meanings or forms, collocates in different ways, and involves complex decisions in knowing when, where, why, and how to use it.

The core values have been around a longtime and therefore are evolutionary favored.

One pragmatic research study used corpus to evaluate thousands of academic texts and then identified high frequency word families.

Short duration video clips of three minutes or less are most effective and because of the nature of general academic vocabulary the words are more easily integrated naturally and output generated more easily.

GENERATIVE-USE LEARNING 6.1 Background The core argument of this paper is that by using global authentic issues; hunger, human rights, the environment, and cultural respect help students transform and transfer ownership and deep learning to the students with academic vocabulary as tools and generative use methodology as the path.

In terms of the instructor, notebooks can be used to monitor, review, and more consistently assess and grade student work and performance.

But this reality does not mean exclusion, relevance in the power of the discussion.

Nation gives four reasons defending use of the mother-tongue: utilization of background, shared lexical storage of two languages, L1 translations are shorter and L2 definitions tends to be wordy, learner must have the skills and word knowledge to comprehend many L2 meanings.

One way to reinforce the worth of personal learning system relates to testing.

Instructors may from time to time hold back the learner by underestimating what they are capable of doing with language.

Bennett’s beliefs are that the core values are universal and this is perhaps controversial thinking on the global stage.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

To reinforce autonomy instructors can help students learn more about neuroscience education and how they best learn using brain-based learning techniques which is the next step beyond multiple intelligences theory.

Letting students grapple with authentic issues simulates the real world and it is something humankind has done for hundreds and perhaps thousands of years.

However, the word family numbers remain unattainable for those enrolled in one-to-two year intensive academic English programs.

Global issues are real not biased and they provide an authentic rich learning context.

Or, political, social, technological, or economical superstories broadcast on the international stations like Al Jazzerra, Press TV, CNN International, Discovery Channel or BBC News.

In terms of general communication, it has been shown that mastery of the general service wordlist (West, 1953), an antiquated but well vetted and still useful list of two thousand high-frequency words, increases learner comprehension to eighty percent understanding of spoken or written English (Nation & Hwang, 1995).

The figure below is sourced from this study and it illustrates how one affix helps the learner construct semantic meaning and visualize or learn five new words.

Affix learning focuses not on definition but rather association of the words and something more tangible and even visual.

The most recent criteria for identification of general academic word is reprinted here: 1) the word occurs at least 50% more frequently in the academic portion of Corpus Of Contemporary American English than would otherwise be expected (per million words) 2) has a good “dispersion” across the nine sub-genres of academic and 3) is not a “technical” academic word (Davies & Gardner, 2013).

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

The potential of these two resources appears quite promising.

Bennett believes these are idealistic cultural political and societal cornerstones, deeply ingrained in democratic theory that was sourced from the indigenous people of Native American Indian.

2.2 Tooling and Retooling Corpus research reduces the massive inventory of words when the research question narrows: How large of a vocabulary is necessary to process and understand certain types of text?

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

These studies have shown cognitive capacity is freed up during the learning process so that the learners can concentrate and make space for the new language.

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

Vocabulary notebooks and autonomous learning are ways to guide, record, and monitor the learning progress.

Academic language then in the context of this paper is the functional string of word(s) historically referred to as lexis or discourse but today refined and redefined by researchers as academic formulaic sequential language.

Second assumption is the acknowledgement of strong, past arguments questioning the validity and application of general academic vocabulary word lists (Hyland & Tse, 2007).

This paper argues that a hard-copy notebook is quite effective when it is graded and has the support of an integrated autonomous learning system.

But, how large is large and what is the best way to learn and then acquire new words?

Academic language is the language registers and genres teachers and students use with the purpose of acquiring new knowledge and skills in the content areas of; math, science, history, and literacy and language arts (Chamot, 2009).

CORPUS RESEARCH 2.1 Words Dictionaries and credible sources inventory the English language somewhere between six hundred thousand to two million words (Gardner & Davies, 2010) (Michel, 2011).

But with the advancement of database technologies and through the use and application of generative-use learning other options are available.

This modified table can then be aligned with technology websites to create personalized learning networks.

4.5 Redefining - What it Means to Know the Academic Word Previous research of word learning in terms of productive and receptive attributes has been well studied and documented (Nation, 2001).

The challenge is finding content that is interesting, connects to different learning styles and is relateable in diverse multi-cultural classrooms.

Classroom instruction needs rich context to facilitate what is known as generative-use learning.

Robust findings in the research literature strongly support L1 translations as more effective ways to convey meaning than L2 definitions, especially for lower-proficiency learners (Nation, Webb, 2011).

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

As with any approach implementation of such ideology is challenging as there are advantages and disadvantages.

Learning from authentic context with the help of online corpus queries is now a formidable learning tool.

The “I Know the Academic Word Well” has been adapted from Nation.

Dismissing authentic global issues because students may struggle, get frustrated, or give up is not enough justification to eliminate them from the classroom.

In small groups they discuss, debate, or argue about the video based on an academic language function or purpose.

But these tools are not able to formulate a complete picture; more must be done to reduce the number of words.

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

CONCLUSION This paper has discussed the merging of academic vocabulary, core values, and generative use learning as one viable acquisition methodology.

Developing a personal learning system that is grounded in research and neuroscience education has benefits but may face cultural interference and resistance in places where traditional education systems are the norm.

Lemmas are important word learning strategies that significantly reduce the learning burden (Hedgcock & Ferris, 2010).

In order to restore balanced learning higher importance must be placed on communicative, cooperative, and interactive practices in the classroom that require creative and critical thinking.

But these tools are not able to formulate a complete picture; more must be done to reduce the number of words.

The video can also be filtered and screened for specific academic vocabulary given the recent advances of YouTube’s closed caption option and with online corpus tools.

In the face of positive research, widespread use and application of notebooks in intensive English programs remains sparse these days.

2.5 Assumptions Before proceeding three important assumptions must be framed within the context of this paper.

However, the word family numbers remain unattainable for those enrolled in one-to-two year intensive academic English programs.

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

The figure below is sourced from this study and it illustrates how one affix helps the learner construct semantic meaning and visualize or learn five new words.

Before proceeding, it will be helpful to unravel more background behind what is known as the ninety-five logic.

4.5 Redefining - What it Means to Know the Academic Word Previous research of word learning in terms of productive and receptive attributes has been well studied and documented (Nation, 2001).

But with the advancement of database technologies and through the use and application of generative-use learning other options are available.

Thus, if either or both of these lists could be improved, updated, and expanded then the goal of ninety-five percent or beyond may yet be realized.

Lemmas discriminate and make distinctions and that is where they offer some linguistic power.

As with any approach implementation of such ideology is challenging as there are advantages and disadvantages.

Greek and Latin roots or affixes have semantic power and can simplify the semantics and accelerate vocabulary learning.

If such a list could be generated then what levels of comprehension could be achieved?

The untapped potential of these areas have been attested to by experts (Schmitt, 2010) (Nation &Webb, 2011).

Research shows alternatives exists using bilingualised dictionaries as seen in these two studies (Laufer & Melamed, 1994) and (Laufer & Hadar, 1997).

Moreover, academic vocabulary is a subset with unique characteristics worthy of its own consideration.

Thus, if either or both of these lists could be improved, updated, and expanded then the goal of ninety-five percent or beyond may yet be realized.

Figure two is series of three graphics that outline a process.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

CORE VALUES Four core values; cultural diversity, respect for human dignity and universal human rights, responsibility to world community, respect for the earth provide the structural and foundation for perfecting a multicultural curriculum model (Bennett, 2010).

The potential of these two resources appears quite promising.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

In August 2013, the Corpus of Contemporary American English released a much-anticipated updated version of the general academic vocabulary list (Gardner & Davies, 2013).

2.3 Word Lists Reformulating the research questions: Can corpus research yield a general academic word list that spans the curriculum and is based on certain criteria?

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

In order to restore balanced learning higher importance must be placed on communicative, cooperative, and interactive practices in the classroom that require creative and critical thinking.

Word families, in a sense are the widest linguistic picture with no discrimination.

In order to restore balanced learning higher importance must be placed on communicative, cooperative, and interactive practices in the classroom that require creative and critical thinking.

Compounding is the issue of homework.

3.2 Academic Language Proficiency using academic language is synonymous with academic achievement (Hakuta & Butler & Witt, 2000) and (Short & Fitzsimmons, 2007).

Learners concentrate on form, meaning, and this frees up cognition for the classroom to help the learner focus on association, use, and creative and critical application.

The challenge is finding content that is interesting, connects to different learning styles and is relateable in diverse multi-cultural classrooms.

Coxhead produced a list of five-hundred and seventy academic words and her list has persevered and strengthened online and in high school and university prep curriculum all over the world.

Bennett’s beliefs are that the core values are universal and this is perhaps controversial thinking on the global stage.

Culture is central, integral, and unique to these ruling systems and society can become quite complicated in an ever-increasing geo-political and technology-driven world.

Most researchers and teachers agree that the basic standard is for learners to attain a ninety-five percent understanding of the total words of any given text (Liu & Nation, 1985).

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

6.2 Input – Multi-Media This paper recommends an antiquated but still effective way to engage learners using a five-stage paradigm for generative-use learning: engagement, exploration, transformation, presentation, reflection (Reid & Foreestal & Cook, 1989).

To reinforce autonomy instructors can help students learn more about neuroscience education and how they best learn using brain-based learning techniques which is the next step beyond multiple intelligences theory.

GENERATIVE-USE LEARNING 6.1 Background The core argument of this paper is that by using global authentic issues; hunger, human rights, the environment, and cultural respect help students transform and transfer ownership and deep learning to the students with academic vocabulary as tools and generative use methodology as the path.

Post Coxhead, perspectives have evolved and the importance of academic words and language has elevated to perhaps the highest level of importance.

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

More recently, research demonstrated positive links between L1 and L2 especially in the early stages of vocabulary acquisition, specifically the form-meaning stage (Schmitt, 2008).

2.4 Recent Developments In July of 2013, three researchers released online an updated and expanded new general service list (Brown & Culligan & Phillips, 2013).

Things like; process texts, give presentations, write academic papers, engage in debates, hold town hall meetings or conduct business meetings.

Strong evidence of this can be seen in this definition that addresses the needs of the learners in intensive academic English programs: Academic vocabulary are the words and phrases that allow writers and speakers to do activities and processes that academic scholars typically do such as; research, analysis, evaluation, refer or argue, or work with statistical data (Nation, 2001).

There is not enough time to explicitly teach everything a learner needs to be able to do and be successful.

If this hypothesis is actually true then it is evolutionary favored and one of the more robust learning strategies a teacher can use.

Today, massive corpus-based databases are updating dictionaries, changing curriculum design, and creating impressive high-frequency academic word lists.

Third assumption is that nearly all of the general service list’s two thousand high-frequency words will be implicitly learned and acquired in intensive English academic programs that use course books series like Northstar produced by Longman-Pearson.

Thus, the notebook provides a means for students to take more responsibility and control over their learning.

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

Short duration video clips of three minutes or less are most effective and because of the nature of general academic vocabulary the words are more easily integrated naturally and output generated more easily.

One pragmatic research study used corpus to evaluate thousands of academic texts and then identified high frequency word families.

More recent and relevant support for notebooks can be found in this Turkish University study where the notebook was shown as a strong learning tool (Walters & Bozkurt, 2009).

But with the advancement of database technologies and through the use and application of generative-use learning other options are available.

Careful integration of L1 is required due to the nature of errors in translation with online dictionaries.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

Things like; process texts, give presentations, write academic papers, engage in debates, hold town hall meetings or conduct business meetings.

CORE VALUES Four core values; cultural diversity, respect for human dignity and universal human rights, responsibility to world community, respect for the earth provide the structural and foundation for perfecting a multicultural curriculum model (Bennett, 2010).

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

Persistence and patience are critical for these situations and will yield long-term benefits.

Generating authentic context opens the door to semantic insight into not just the word but phrases or chunks of language.

Two critical aspects of language acquisition that stakeholders (students, instructors, administrators, material writers, researchers) and programs (English for Specific Purpose, Business English, General English, English for Academic Purposes) can agree on is that a large vocabulary is essential for language use and vocabulary learning (Schmitt, 2010).

Retooling the research screening criteria: Could lemmas as a criterion yield better results?

Related to this release is another significant corpus achievement.

CORE VALUES Four core values; cultural diversity, respect for human dignity and universal human rights, responsibility to world community, respect for the earth provide the structural and foundation for perfecting a multicultural curriculum model (Bennett, 2010).

Outside the classroom large amounts of homework get assigned and it is structurally important but many times boring and has burnout potential.

This paper argues that a hard-copy notebook is quite effective when it is graded and has the support of an integrated autonomous learning system.

Bennett believes these are idealistic cultural political and societal cornerstones, deeply ingrained in democratic theory that was sourced from the indigenous people of Native American Indian.

This modified table can then be aligned with technology websites to create personalized learning networks.

6.2 Input – Multi-Media This paper recommends an antiquated but still effective way to engage learners using a five-stage paradigm for generative-use learning: engagement, exploration, transformation, presentation, reflection (Reid & Foreestal & Cook, 1989).

In the initial engagements students explore understanding, transform theoretical to something real or tangible and then generate arguments, debates, or use descriptive language to retell.

Instructors and teachers originally developed this system to help them keep up with the changing technology and neuroscience and pedagogical happenings.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Most researchers and teachers agree that the basic standard is for learners to attain a ninety-five percent understanding of the total words of any given text (Liu & Nation, 1985).

Two critical aspects of language acquisition that stakeholders (students, instructors, administrators, material writers, researchers) and programs (English for Specific Purpose, Business English, General English, English for Academic Purposes) can agree on is that a large vocabulary is essential for language use and vocabulary learning (Schmitt, 2010).

Global issues are real not biased and they provide an authentic rich learning context.

The most recent criteria for identification of general academic word is reprinted here: 1) the word occurs at least 50% more frequently in the academic portion of Corpus Of Contemporary American English than would otherwise be expected (per million words) 2) has a good “dispersion” across the nine sub-genres of academic and 3) is not a “technical” academic word (Davies & Gardner, 2013).

Beyond in this context means the notebooks can; be used in open book tests, assist in academic quiz bowls, give be routine in simple revision.

It is tool that promotes order, organization, sequential learning, and self-evaluation.

In the initial engagements students explore understanding, transform theoretical to something real or tangible and then generate arguments, debates, or use descriptive language to retell.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

In this process, scaffold learning carefully raises skills to the level necessary to attain cognitive and meta-cognitive academic language proficiency.

Dismissing authentic global issues because students may struggle, get frustrated, or give up is not enough justification to eliminate them from the classroom.

Or, political, social, technological, or economical superstories broadcast on the international stations like Al Jazzerra, Press TV, CNN International, Discovery Channel or BBC News.

University environments all over the world are trending this direction and in an ever increasingly changing technological world this skill is invaluable and critical.

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

Learning English does not equate to the promotion of democracy nor anarchy.

Mixed levels are best but lower levels can perform basic language functions too.

INTRODUCTION Over forty years ago a language researcher made an insightful observation proclaiming that writing or speaking without grammar results in little meaning but if you take away the vocabulary then nothing can be conveyed (Wilkins, 1972).

The global stage is diverse and the political framework follows suit.

The release of updated and expanded academic vocabulary appears to have answered these critics as they have built credible and valid lists.

In terms of general communication, it has been shown that mastery of the general service wordlist (West, 1953), an antiquated but well vetted and still useful list of two thousand high-frequency words, increases learner comprehension to eighty percent understanding of spoken or written English (Nation & Hwang, 1995).

Robust findings in the research literature strongly support L1 translations as more effective ways to convey meaning than L2 definitions, especially for lower-proficiency learners (Nation, Webb, 2011).

But this reality does not mean exclusion, relevance in the power of the discussion.

These networks should not exclude the learner.

Proficiency of academic vocabulary is considered paramount.

Typically, institutions rely on textbooks to decide which words to teach and how best to instruct vocabulary learning.

In terms of the instructor, notebooks can be used to monitor, review, and more consistently assess and grade student work and performance.

More recently, research demonstrated positive links between L1 and L2 especially in the early stages of vocabulary acquisition, specifically the form-meaning stage (Schmitt, 2008).

Today, massive corpus-based databases are updating dictionaries, changing curriculum design, and creating impressive high-frequency academic word lists.

In August 2013, the Corpus of Contemporary American English released a much-anticipated updated version of the general academic vocabulary list (Gardner & Davies, 2013).

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

CORPUS RESEARCH 2.1 Words Dictionaries and credible sources inventory the English language somewhere between six hundred thousand to two million words (Gardner & Davies, 2010) (Michel, 2011).

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

The figure below is sourced from this study and it illustrates how one affix helps the learner construct semantic meaning and visualize or learn five new words.

Dismissing authentic global issues because students may struggle, get frustrated, or give up is not enough justification to eliminate them from the classroom.

The website claims analysis between the old and new lists in terms of coverage shows the new list has significant advantages and gains.

It was first labeled ‘levels of processing hypothesis’ by (Craik & Lockhart, 1972) and fifteen years later the same term reappears in this study (Stahl &Clark, 1987).

Before proceeding, it will be helpful to unravel more background behind what is known as the ninety-five logic.

The words are however just starting points of discourse for successful students.

Today, massive corpus-based databases are updating dictionaries, changing curriculum design, and creating impressive high-frequency academic word lists.

Given these vigorous findings, inclusion of this type of learning in pragmatic tasks has yielded observable, positive results for wide range of levels, elementary to upper intermediate.

Developing a personal learning system that is grounded in research and neuroscience education has benefits but may face cultural interference and resistance in places where traditional education systems are the norm.

INTRODUCTION Over forty years ago a language researcher made an insightful observation proclaiming that writing or speaking without grammar results in little meaning but if you take away the vocabulary then nothing can be conveyed (Wilkins, 1972).

Global English is the language of international business, computers, the Internet, and many international newspapers.

Before proceeding, it will be helpful to unravel more background behind what is known as the ninety-five logic.

In addition, the academic corpus repository is more credible in the number of words and range of different academic texts.

The digital-age student’s ability to concentrate has been negatively affected by isolation of Twitter, Facebook, and computer games.

The challenge is finding content that is interesting, connects to different learning styles and is relateable in diverse multi-cultural classrooms.

More recently, research demonstrated positive links between L1 and L2 especially in the early stages of vocabulary acquisition, specifically the form-meaning stage (Schmitt, 2008).

Word family consists of the headword, inflected forms, and closely related derived forms (Nation & Gu, 2007).

The website claims analysis between the old and new lists in terms of coverage shows the new list has significant advantages and gains.

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

4.1 Semantics and Bilingual Dictionaries Taking a list of words and teaching or helping students learn are not intuitive tasks.

When these core values are brought together, they add an ethical philosophical layer that further strengthens the case for multicultural education.

The upper limits of functional language are known as higher-order thinking as defined by Bloom and others.

Culture is central, integral, and unique to these ruling systems and society can become quite complicated in an ever-increasing geo-political and technology-driven world.

Dismissing authentic global issues because students may struggle, get frustrated, or give up is not enough justification to eliminate them from the classroom.

First, this paper accepts the notion that a high frequency general academic word list has significant, strategic benefits for English for academic purposes programs.

Careful integration of L1 is required due to the nature of errors in translation with online dictionaries.

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

Classroom instruction needs rich context to facilitate what is known as generative-use learning.

Games such as academic spelling bees or academic quiz bowls are great mechanisms to deepen word learning.

4.5 Redefining - What it Means to Know the Academic Word Previous research of word learning in terms of productive and receptive attributes has been well studied and documented (Nation, 2001).

University environments all over the world are trending this direction and in an ever increasingly changing technological world this skill is invaluable and critical.

Post Coxhead, perspectives have evolved and the importance of academic words and language has elevated to perhaps the highest level of importance.

The last sections of the paper focus on assessment and speculation about the future .

Greek and Latin affixes can advance vocabulary learning exponentially when one affix assists with the learning of five, ten, or even twenty new words (Rasinsky & Rasinsky & Newton & Newton, 2008).

In the face of positive research, widespread use and application of notebooks in intensive English programs remains sparse these days.

Subsequent research has shown that West’s general service list can be combined with the academic word list (Coxhead, 2000) then depending on the academic text the learner can expect to reach an eighty-five to ninety-one percent comprehension or understanding (Nation, 2004).

This theory seeds itself in cognition believing that the more deeply or mentally challenging the learning task the higher the probability of transfer to long-term memory.

GENERATIVE-USE LEARNING 6.1 Background The core argument of this paper is that by using global authentic issues; hunger, human rights, the environment, and cultural respect help students transform and transfer ownership and deep learning to the students with academic vocabulary as tools and generative use methodology as the path.

DEFINITIONS 3.1 Academic Vocabulary Academic vocabulary is abstract, challenging but not impossible to image, has the potential for multiple meanings or forms, collocates in different ways, and involves complex decisions in knowing when, where, why, and how to use it.

Democracy is not universally accepted nor widely sought after or practiced.

Typically, institutions rely on textbooks to decide which words to teach and how best to instruct vocabulary learning.

What are some ways to transition to acquisition?

Performance assessments measure use and ability of knowledge and skill to complete academic tasks that closely resembles the real world (Chamot, 2009).

When these core values are brought together, they add an ethical philosophical layer that further strengthens the case for multicultural education.

Monarchies, Supreme Leaders, Republics, Sultans, Religions and Democracies are structured to govern, rule and organize differently.

Monarchies, Supreme Leaders, Republics, Sultans, Religions and Democracies are structured to govern, rule and organize differently.

In this system, students’ first study and then graph their multiple intelligences.

First, this paper accepts the notion that a high frequency general academic word list has significant, strategic benefits for English for academic purposes programs.

In contrast, lemmas include the headword, some inflections, and reduced forms (Nation, 2001).

Two critical aspects of language acquisition that stakeholders (students, instructors, administrators, material writers, researchers) and programs (English for Specific Purpose, Business English, General English, English for Academic Purposes) can agree on is that a large vocabulary is essential for language use and vocabulary learning (Schmitt, 2010).

To reinforce autonomy instructors can help students learn more about neuroscience education and how they best learn using brain-based learning techniques which is the next step beyond multiple intelligences theory.

Details beyond this claim are missing and according to the website more information will be released at Applied Linguistics’ conferences scheduled for later this year.

The remedial solution is to digitize these resources and have them readily available.

First, this paper accepts the notion that a high frequency general academic word list has significant, strategic benefits for English for academic purposes programs.

Word family consists of the headword, inflected forms, and closely related derived forms (Nation & Gu, 2007).

First significant finding was the evidence of scales and the second finding was degrees of depth (Joe, 1998).

Students use it without discrimination and this ultimately brings selection errors that can end up fossilizing connections between and with L1 and L2 when it comes to online translation.

The notebook is realia and can play the role of vocabulary cards and beyond.

Testing at first may look traditional using selected response such as multiple choice or true/false.

Compounding is the issue of homework.

This modified table can then be aligned with technology websites to create personalized learning networks.

Outside and inside the classroom the academic vocabulary notebook logically follows the different logical aspects of learning; form, meaning, and use.

If such a list could be generated then what levels of comprehension could be achieved?

Typically, institutions rely on textbooks to decide which words to teach and how best to instruct vocabulary learning.

Details beyond this claim are missing and according to the website more information will be released at Applied Linguistics’ conferences scheduled for later this year.

When these core values are brought together, they add an ethical philosophical layer that further strengthens the case for multicultural education.

Nation gives four reasons defending use of the mother-tongue: utilization of background, shared lexical storage of two languages, L1 translations are shorter and L2 definitions tends to be wordy, learner must have the skills and word knowledge to comprehend many L2 meanings.

Word family and lemma are closely related and difficult to ascertain the differences.

Perhaps the single most important duty an academic institution has is to help students build large vocabularies so they can communicate common language and demonstrate academic language proficiency.

However, this is a statistic and is there a way to reduce the percentage into something more tangible and therefore teachable?

Academic language then in the context of this paper is the functional string of word(s) historically referred to as lexis or discourse but today refined and redefined by researchers as academic formulaic sequential language.

The first to coin the phrase, “generative use” was (Wittrock, 1974).

Before proceeding, it will be helpful to unravel more background behind what is known as the ninety-five logic.

Planning then proceeds forward to the building of the syllabi and lastly the curriculum itself is determined.

In terms of general communication, it has been shown that mastery of the general service wordlist (West, 1953), an antiquated but well vetted and still useful list of two thousand high-frequency words, increases learner comprehension to eighty percent understanding of spoken or written English (Nation & Hwang, 1995).

But with the advancement of database technologies and through the use and application of generative-use learning other options are available.

6.2 Input – Multi-Media This paper recommends an antiquated but still effective way to engage learners using a five-stage paradigm for generative-use learning: engagement, exploration, transformation, presentation, reflection (Reid & Foreestal & Cook, 1989).

The output is their view of the problem or issue, production and generation of: solving the problem, creating interrogative questions, persuading a country to go to war.

Specific examples of the four core values and associated multimedia are illustrated below: Figure 3 –Core Value Multi-Media In small groups, students will first watch a short duration video of real world problem.

Details beyond this claim are missing and according to the website more information will be released at Applied Linguistics’ conferences scheduled for later this year.

Lectures are no longer the main stay but rather supplemental.

Chamot explains knowledge means the ability to use ten functional language areas; explaining, informing, comparing and contrasting, classifying, analyzing, inferring, justifying and persuading, problem solving, synthesizing, and evaluating.

In August 2013, the Corpus of Contemporary American English released a much-anticipated updated version of the general academic vocabulary list (Gardner & Davies, 2013).

Figure two is series of three graphics that outline a process.

The conclusion reached in this study determined that an eight to nine thousand word family vocabulary is needed for processing written English and a six to seven thousand word family is necessary for producing and receiving spoken English (Nation, 2006).

Vocabulary notebooks and autonomous learning are ways to guide, record, and monitor the learning progress.

Nation’s groundbreaking work used the British National Corpus as his academic repository and today his research is considered some of the most credible in the field of second language vocabulary acquisition.

DEFINITIONS 3.1 Academic Vocabulary Academic vocabulary is abstract, challenging but not impossible to image, has the potential for multiple meanings or forms, collocates in different ways, and involves complex decisions in knowing when, where, why, and how to use it.

Strong evidence of this can be seen in this definition that addresses the needs of the learners in intensive academic English programs: Academic vocabulary are the words and phrases that allow writers and speakers to do activities and processes that academic scholars typically do such as; research, analysis, evaluation, refer or argue, or work with statistical data (Nation, 2001).

Bilingualized dictionary are especially powerful when they use a symbol or cue the learner that definitions of the same word may be distinctly different (Musayev, 2003).

The focus of this paper is to demonstrate that productive learning using a list of words can be accomplished when the process starts with an autonomous learning system that is structured on form and meaning and academic vocabulary notebooks.

The last example in figure 2 is an actual student generated notebook entry and it reflects understanding and connects to the classroom in the ‘my sentence section’.

The last example in figure 2 is an actual student generated notebook entry and it reflects understanding and connects to the classroom in the ‘my sentence section’.

The most recent criteria for identification of general academic word is reprinted here: 1) the word occurs at least 50% more frequently in the academic portion of Corpus Of Contemporary American English than would otherwise be expected (per million words) 2) has a good “dispersion” across the nine sub-genres of academic and 3) is not a “technical” academic word (Davies & Gardner, 2013).

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Testing at first may look traditional using selected response such as multiple choice or true/false.

Learning from authentic context with the help of online corpus queries is now a formidable learning tool.

4.5 Redefining - What it Means to Know the Academic Word Previous research of word learning in terms of productive and receptive attributes has been well studied and documented (Nation, 2001).

6.3 Output After watching the video students work collaboratively to construct knowledge and generate connections to academic vocabulary and language using multiple intelligence themes (Gardner, 1999).

This research is a segment of a larger action research study conducted in Baku, Azerbaijan.

The untapped potential of these areas have been attested to by experts (Schmitt, 2010) (Nation &Webb, 2011).

Students use it without discrimination and this ultimately brings selection errors that can end up fossilizing connections between and with L1 and L2 when it comes to online translation.

CORE VALUES Four core values; cultural diversity, respect for human dignity and universal human rights, responsibility to world community, respect for the earth provide the structural and foundation for perfecting a multicultural curriculum model (Bennett, 2010).

Personal learning networks parallel this same structure but also give freedom of choice to the student and it evolves and changes over time.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Academic language is the language registers and genres teachers and students use with the purpose of acquiring new knowledge and skills in the content areas of; math, science, history, and literacy and language arts (Chamot, 2009).

The digital-age student’s ability to concentrate has been negatively affected by isolation of Twitter, Facebook, and computer games.

As with any approach implementation of such ideology is challenging as there are advantages and disadvantages.

In order to restore balanced learning higher importance must be placed on communicative, cooperative, and interactive practices in the classroom that require creative and critical thinking.

Subsequent research has shown that West’s general service list can be combined with the academic word list (Coxhead, 2000) then depending on the academic text the learner can expect to reach an eighty-five to ninety-one percent comprehension or understanding (Nation, 2004).

One way to approach generative-use learning is to use engagement principles and philosophy.

DEFINITIONS 3.1 Academic Vocabulary Academic vocabulary is abstract, challenging but not impossible to image, has the potential for multiple meanings or forms, collocates in different ways, and involves complex decisions in knowing when, where, why, and how to use it.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: [email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Given these vigorous findings, inclusion of this type of learning in pragmatic tasks has yielded observable, positive results for wide range of levels, elementary to upper intermediate.

Graphing survey results is one way to look at the parts (students) and the whole of a classroom.

Students use it without discrimination and this ultimately brings selection errors that can end up fossilizing connections between and with L1 and L2 when it comes to online translation.

Generally, academic vocabulary is formal vocabulary that appears in a wide range of academic texts in high frequency and these same words appear in non-academic texts in low-frequency (Coxhead, 2000).

In order to restore balanced learning higher importance must be placed on communicative, cooperative, and interactive practices in the classroom that require creative and critical thinking.

The best examples of generative-use learning can be sourced in weeklong Model United Nations or Global Youth Summit events.

Having vocabulary learned through generative use has resulted in two prominent vocabulary acquisition discoveries.

The upper limits of functional language are known as higher-order thinking as defined by Bloom and others.

Word family consists of the headword, inflected forms, and closely related derived forms (Nation & Gu, 2007).

The problem herein is that most bilingual dictionaries are not digitized and this is the digital-age where speed is the measure of success.

Academic Vocabulary plus Core Values equals Generative - Use Learning Joseph Scott Oliphant Azerbaijan Diplomatic Academy, 11 Ahmadbey Aghaoglu Street, Baku, Azerbaijan E-mail address: joli[email protected] ABSTRACT One of the most significant advances of vocabulary acquisition research in recent times has resulted from using corpus evidence as the argument and foundation for empirical studies (Schmitt, 2010).

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

Subsequent research has shown that West’s general service list can be combined with the academic word list (Coxhead, 2000) then depending on the academic text the learner can expect to reach an eighty-five to ninety-one percent comprehension or understanding (Nation, 2004).

This research is a segment of a larger action research study conducted in Baku, Azerbaijan.

The most recent criteria for identification of general academic word is reprinted here: 1) the word occurs at least 50% more frequently in the academic portion of Corpus Of Contemporary American English than would otherwise be expected (per million words) 2) has a good “dispersion” across the nine sub-genres of academic and 3) is not a “technical” academic word (Davies & Gardner, 2013).

Vocabulary notebooks and autonomous learning are ways to guide, record, and monitor the learning progress.

First significant finding was the evidence of scales and the second finding was degrees of depth (Joe, 1998).

Nation gives four reasons defending use of the mother-tongue: utilization of background, shared lexical storage of two languages, L1 translations are shorter and L2 definitions tends to be wordy, learner must have the skills and word knowledge to comprehend many L2 meanings.

Thus, if either or both of these lists could be improved, updated, and expanded then the goal of ninety-five percent or beyond may yet be realized.

Or, political, social, technological, or economical superstories broadcast on the international stations like Al Jazzerra, Press TV, CNN International, Discovery Channel or BBC News.

Lemmas discriminate and make distinctions and that is where they offer some linguistic power.

4.5 Redefining - What it Means to Know the Academic Word Previous research of word learning in terms of productive and receptive attributes has been well studied and documented (Nation, 2001).

As this process develops, output is transforming newly learned academic vocabulary into meaningful presentations in clever and creative ways that help others learn the new words too.

Third assumption is that nearly all of the general service list’s two thousand high-frequency words will be implicitly learned and acquired in intensive English academic programs that use course books series like Northstar produced by Longman-Pearson.

But these tools are not able to formulate a complete picture; more must be done to reduce the number of words.

Lemmas are important word learning strategies that significantly reduce the learning burden (Hedgcock & Ferris, 2010).

Students will no doubt struggle and grapple with the existence of poverty or something as deeply entrenched like world hunger.

Strong evidence of this can be seen in this definition that addresses the needs of the learners in intensive academic English programs: Academic vocabulary are the words and phrases that allow writers and speakers to do activities and processes that academic scholars typically do such as; research, analysis, evaluation, refer or argue, or work with statistical data (Nation, 2001).

4.4 Vocabulary Notebooks Vocabulary notebooks are not novel and may even be considered artifacts of the past.

In contrast, lemmas include the headword, some inflections, and reduced forms (Nation, 2001).

These studies have shown cognitive capacity is freed up during the learning process so that the learners can concentrate and make space for the new language.

In August 2013, the Corpus of Contemporary American English released a much-anticipated updated version of the general academic vocabulary list (Gardner & Davies, 2013).

Thus, if either or both of these lists could be improved, updated, and expanded then the goal of ninety-five percent or beyond may yet be realized.

The general service list is ancient in terms of second language acquisition, sixty years old and the academic word list over thirteen years old.

Two critical aspects of language acquisition that stakeholders (students, instructors, administrators, material writers, researchers) and programs (English for Specific Purpose, Business English, General English, English for Academic Purposes) can agree on is that a large vocabulary is essential for language use and vocabulary learning (Schmitt, 2010).

Research shows alternatives exists using bilingualised dictionaries as seen in these two studies (Laufer & Melamed, 1994) and (Laufer & Hadar, 1997).

However, the word family numbers remain unattainable for those enrolled in one-to-two year intensive academic English programs.

Semantic learning is a sub-skill that pertains to understanding the simple core meaning and understanding.

The digital-age student’s ability to concentrate has been negatively affected by isolation of Twitter, Facebook, and computer games.

However, they have a proven track record of effectiveness with structured and non-structured learning (Sanaoui, 1995), (Schmitt & Schmitt, 1995) and (Laufer & Nation, 1999).

One way to approach generative-use learning is to use engagement principles and philosophy.

The list is also technologically enhanced as researchers can input text while using the online interface and obtain instant results of the frequency ratios across the nine different content areas.

Figure 2- Form, Meaning, and Association Guidance Autonomy Generative Notebook Words, notebooks, and personal learning networks are solidly in place but linkage to input that has authenticity and wide appeal is needed at this point in the process.

Instructors may from time to time hold back the learner by underestimating what they are capable of doing with language.

Details beyond this claim are missing and according to the website more information will be released at Applied Linguistics’ conferences scheduled for later this year.

Monarchies, Supreme Leaders, Republics, Sultans, Religions and Democracies are structured to govern, rule and organize differently.

Once the core semantic meaning is understood then ten new vocabulary words can logically be connected and learned: remote, motif, locomotive, motive, promotion, emotions, motivated, motility, commotion, motion.

Outside the classroom large amounts of homework get assigned and it is structurally important but many times boring and has burnout potential.

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

This definition also mentioned skills.

Given this volume, intensive academic English programs struggle with knowing the most practical and efficient way to build productive vocabulary and cognitive academic language proficiency.

In this process, scaffold learning carefully raises skills to the level necessary to attain cognitive and meta-cognitive academic language proficiency.