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Discourse is the broadest of the four language demands. Discourse refers to how we talk in our specific disciplines. To engage in the discourse of the discipline, students need to know the terminology and way of speaking in the discipline in order to be successful. We also use a different discourse when we speak in reading class than we do in social studies or music class. It Did you know that nonverbal gestures are even a part of discourse-specific language? Discourse describes a more holistic view of the academic language for communication that is required, or the largest conceptual segments of language.
When trying to define the needed holistic language to complete an academic task, it is helpful to think about the text types and genre labels given to different types of discourses, acknowledging that different language is typically used for a poem, a science lab report, an organized tutorial video, a persuasive essay, an orchestral piece, an artist's biography, or a small group discussion. Preparing students to recognize and engage in appropriate use of discourse will help them be successful in the lesson.
Relative to determining what discourse students need, we must also consider "register" and helping students "switch registers" to meet the language goals. Register is the linguistic term meaning that we use different discourse patterns when we speak to different groups or contexts. For example, we speak differently when talking casually with friends than we do when giving a formal presentation. We also speak differently when we summarize than when we debate. We can explicitly teach students what discourse type, genre, or register is needed to communicate in the given context.
Extending our architectural metaphor yet again, discourse would be like the building that is created. Just as there as many distinct types of buildings, there are many distinct types of discourses used for academic purposes. . There are many ways to classify discourse. There is both written and spoken discourse. There is also monologic (produced by one speaker or writer), dialogic (produced by two speakers or writers), and multi-party (with three or more contributors). The types of discourse used can be classified according to communicative purpose, style, intended audience and formality within the given text or genre. Taken together, these classifications acknowledge that different language is typically used for a poem, a science lab report, an organized tutorial video, a persuasive essay, an orchestral piece, an artist's biography, or a small group discussion. Preparing students to recognize and engage in appropriate use of discourse will help them be successful in the lesson.
Relative to further classifying the formality of discourse students will need which is typical of academic language, we must also consider "register" and helping students "switch registers" to meet the language goals. Register is the linguistic term meaning that we use different discourse patterns when we speak or write to different groups or contexts. For example, we speak differently when talking casually with friends than we do when giving a formal presentation. We also speak differently when we summarize than when we debate. We can explicitly teach students what discourse type, genre, or register is needed to communicate in the given context.
Extending our architectural metaphor yet again, discourse would be like the building that is created. Just as there as many distinct types of buildings, there are many distinct types of discourses. Imagine that your subject-specific content is filled with buildings of various shapes and sizes that relate to the prevalence of specific discourses used most often in your field of study to interact, learn, and complete projects or tasks.
Rather than list all the possible types that exist, it is potentially more helpful to identify discourse that is most often used within your content area major. Label the "buildings" below with 4 types of discourse that are used most often related to the domains (SWRL) of academic language used to communicate in your subject-specific area:
Identifying Academic Language Demands
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