Abstract
Purpose. Current definitions of academic language vary with several authors proposing various models. As a result, the descriptions of academic language are not aligned and there is no comprehensive theoretical model that describes the critical elements of academic language. The purpose of this study was to develop a model of academic language by which curriculum and instruction could be developed and assessed. The study had as its central research question: What are the essential characteristics of academic language as it applies to the education of students in grades K-8? Methodology. This adapted grounded theory study used Delphi technique with a panel of theory and practitioner experts. Panel members responded to four electronic surveys to evaluate the importance of elements to the model, and to refine the definitions for those elements rated as important to the model. The original list of elements was culled from the literature review. Panel members suggested additional elements that were also presented for evaluation. Data analysis included mean group ratings, composite frequency of ratings, and percentages of ratings as feedback to the panel after each round. Findings. The study resulted in the development of an expert model of academic language. This expert model includes thirty-four elements identified as important to the development of academic language for students in kindergarten to grade eight. The elements are organized into five categories, and further organized within each category into three tiers based on the relative importance of each element to the model. The model includes operational definitions for each element which were developed and refined through the study. The expert model includes the categories of: (1) Cognitive, (2) Socio-Linguistic, E, (3) Discourse, (4) Lexical, and (5) Grammatical Elements. Conclusions and recommendations. The expert model that emerged from this study was rated as accurate in depicting the construct of academic language by 87 percent of the panel members. The study validated the research found in the literature, broadened the model with the addition of elements not previously identified, and refined existing knowledge through the development of operational definitions. Further study is recommended to refine the application of the model to different grade levels, English proficiency levels, and to the various domains of language (listening, speaking, reading, and writing).