A few important notes for consideration on the learning of additional languages in an academic setting. Adapted from Gibbons, Talking to Writing: The Mode Continuum Thank you Bairbre Ni Oisin for leading our session.

1. Some Key Understandings of
Additional Language Learning
Adapted from Gibbons, From Talking to Writing: the Mode Continuum
Written & spoken language differ and offer different
Challenges for students
There are further differences to consider:
•Content (field)
•Relationships between speaker and audience (tenor)
•Spoken vs. written (mode)
•Together referred to as register

2. Personal experience
Osamu shared his experience as an
Additional Language Learner
giving the example of the USE measurement system

3. In the classroom
Students learn to vary the register as they
progress through school
This is a strong argument for integrating
content and language learning

4. In the classroom
The less shared knowledge the more
explicit language must become
“The more students are doing things together
and engaging in dialogue, the more they can
take for granted.”

5. Take away
Conversational language develops quite rapidly
(one or two years)
Academic registers
(may take five to seven)

6. Take away
Conversational language develops quite rapidly
(one or two years)
Academic registers
(may take five to seven)