Tools for Addressing the Language Demands of Academic Interaction and Collaboration


Kate Kinsella, San Francisco State University, San Francisco, California USA


Wednesday, 17 May 2017
10:30 am–12:00 pm ET
(Find the start time in your area.)


Cost: Free for members; US$​50 for nonmembers
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Registration Deadline: 14 May 2017
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Who Should Attend?

Educators serving English learners in elementary, secondary, Intensive English Programs, community college, adult education

More About This Seminar

A primary goal of US college and career readiness initiatives is to ensure students in K-12 schooling and beyond develop the verbal skills to communicate effectively in diverse academic and professional settings. Orchestrating classroom interactions that significantly improve students’ language and literacy skills is both a science and an art. Simply providing text-dependent questions and opportunities to collaborate with peers will not yield impressive linguistic results. Students at every age and English proficiency level serve to gain from informed guidance in targeted language to achieve a range of communicative goals within lesson interactions, from articulating and justifying claims to restating and comparing. Drawing on extensive experience serving under-resourced youths and English learners in K-12 classrooms and college, the presenter details the language demands posed by classroom collaboration and discussion and provides practical guidance and resources to help all students become more agile and confident communicators.

What Will I Learn?

Participants will learn effective ways to

  • provide mindful modeling of academic language throughout lesson delivery
  • engage learners at different English proficiency levels in unified-class academic discussions 
  • set up and monitor productive student interactions including language targets
  • design and assign response frames that model and scaffold competent communication
  • encourage thoughtful elaboration and justification during lesson discussions
  • guide students in constructing brief written responses using academic register
  • address critical language functions for secondary school, college and career readiness
  • integrate accountable listening tasks with relevant language targets
    write effective language objectives addressing academic interaction demands

About the Presenter

Kate Kinsella, Ed.D., is an adjunct teacher educator at San Francisco State University and a highly sought after speaker and consultant to school districts and state education departments throughout the United States regarding development of academic language and literacy across the K–12 subject areas. Her 25-year teaching career focus has been equipping youths from diverse backgrounds with the communication, reading and writing skills to be career and college ready. A teacher’s teacher, Dr. Kinsella maintains active K-12 classroom involvement by writing curriculum, teaching demonstration lessons, and coaching both teachers and administrators.

She is the author of widely used instructional programs to support English learners and underresourced classmates, including "READ 180, English 3D, and the Academic Vocabulary Toolkit." Dr. Kinsella was a contributing author to "Improving Education for English Learners: Research-Based Approaches" published by the California Department of Education, and a recent featured article series in Language Magazine detailing the language demands posed by college readiness standards and assessments for US language-minority youth.