L2 English teachers’ conceptualization of academic language – where does it come from and how does it relate to teaching practices?

Abstract

Explicit instruction in characteristics of academic language can be helpful for students in preparing for reading academic texts in English as a second language (L2) and familiarity with academic language is an explicitly stated goal in the curriculum for English in the study preparatory program in upper secondary schools in Norway. English-language texts constitute a large proportion of the course materials used in Norwegian universities, but research suggests that many students struggle to read academic texts in English. This study explores how academic L2 English is taught to study preparatory students, based on findings from an online survey of 73 upper secondary English teachers across Norway. We focused on teachers’ conceptualizations of academic language and academic vocabulary and how these concepts are reported to be implemented in teaching practices. While 96% of teachers reported confidence in their understanding of academic language, most defined it broadly as ”formal language” or focused on salient text features, like lack of contracted forms or personal pronouns, which suggests limited understanding. The teachers acknowledged the challenges academic texts pose for students and their own role in preparing students for university reading, but few reported having received training or further development in teaching academic language. The findings suggest that providing more training for teachers could promote a clearer focus on academic language, helping study preparatory students to build on their academic English skills to better prepare for university reading.