近年來，國外學者愈來愈關注學校教師提供兒童學業語言發展的知能。學業語言是一種幫助學齡兒童在學校中習得和使用知識的語體。應用和理解學業語言是學校成功的先決條件，因為學科之間的知識需要透過學業語言才能有效傳遞。由此可知，掌握學業語言是達成讀寫任務(如：閱讀教科書、撰寫專題研究報告)的必備能力。使用正確無誤的學業語言其實是一種與學業成就息息相關的能力。
本研究目的在於了解國小四年級兒童的三種學業語言（敍事語篇、名詞定義、情境提問）的口語表現，並且探討其家庭和學校的學業語言學習經驗。研究對象除了4名新竹縣竹東地區兩所公立小學的學生外，還包括訪談他們的導師和家長。由三項學業語言的語料分析可知，不論族群或母親學歷，每個兒童都能依據要求完成每項學業語言任務。在各個不同的學業語言任務中，四個兒童各有所長。換句話說，不論族群或母親學歷，每個兒童只在其中一或兩項學業語言任務達到精熟，並没有人同時在三項學業語言任務達到精熟。在敍事語篇方面，連接詞、名詞銜接、外加說明、使用觀眾不在場的超然分離立場仍有不足，內容雖能表現人物的情緒、計畫，在想法方面較不足。在名詞定義方面，定義形式方面較為不足，具有使用字典式定義的能力，類別詞彙較為不足。在情境提問方面，具有基本的提問能力，疑問詞、疑問範疇多樣較為不足。四名兒童的族群不同，母親學歷不同，然而在家的主要溝通語言都是華語。四對父母重視教育，樂於提供圖書資源、互動機會，尊重接納孩子的表達與想法。最後，族群、母親的學歷與學業語言任務並没有出現明顯的關連。另外，四個兒童樂於參與課堂上的相關學業語言活動，並且接受老師提供的鷹架指導。根據老師的觀察，四個兒童的學業語言表現仍有努力的空間。例如：語句冗長、前後不連貫、詞語誤用。
研究建議如下：在兒童幼年時，家庭讓他們熟悉學業語言的語言、閱讀活動，對兒童的學校準備度是有幫助的。學校提供學業語言形式的教學可能是一種有用的作法。另外，接觸學業語言的口語語體、參與學業語言可能是精熟學業語言的基本功課。更重要的是，學業語言的教導是所有學科教師的責任。

Increasing in recent years, educators have called for more attention to preparing teachers to support academic language development. Academic language is a variety or register of language used in school to help school-age children acquire and use knowledge. The ability to use and understand academic language is a prerequisite for school success, as it enables efficient knowledge transfer in several school subjects. Indeed, it seems clear that control over academic language is a requirement for success with challenging literacy tasks, such as reading textbooks or writing research papers. The ability to use academic language with accuracy and precision is an important skill that has been associated with academic achievement.
This study investigated children’s spontaneous speech of academic language in 3 tasks (narration, noun definition, question). This study also examined the instructional communication between the child learner and the adult experts in family and school. Besides four children in grade 4 from two public schools at Zhudong, Hsinchu county, their parents and teachers participated in the study.
The results of academic language in 3 tasks revealed each child were able to follow the instructions and to complete all tasks of academic language. Each child was competent in one or two tasks. However, none of them was competent in all tasks at the same time. For narration, the weak parts were coordination, lexical cohesion, story details, and detached interpersonal stance. Each child said more about the characters’ emotions, plans, rather than their thoughts. For noun definition, all definitions were coded and scored for semantic content (meaning) and grammatical form (syntax). The grammatical form scores were lower than semantic content scores. In other words, each child were able to produce the most formal type--dictionary definitions, but the specific superordinate category terms were less than the general superordinate category terms. For question, each child was able to produce well-formed wh-questions. However, their wh-terms and wh-categories were limited.
All children used Mandarin at home as a major communicative tool even though they were from ethnically diverse families with different maternal education. All parents paid attention to formal academic education. Each family set up a literacy friendly home environment. Mother-child interaction was a highly valued activity in all families. Parents encouraged and respected their children’s ideas and thoughts. In addition, family ethnicity and maternal education in this study were variables that might influence not only development of academic language but also the socialization processes and beliefs held by parents, and these variables did not account for significant amounts of variance. On the other hand, each child actively participated the activities of academic language in the classroom and gained scaffolding instructions from teachers who were viewed as the experts of academic language. According to the classroom observations from teachers, each child was struggling with the use of academic language, including redundancy, stepwise logical argumentation and disciplinary terms.
The findings suggested that early familiarization with academic language through language and literacy activities at home can contribute to children’s school readiness. For school instruction, attention to linguistic form may be a powerful mechanism. Exposure to talking styles that display features of academic register and participation in academic genres is probably essential for mastering academic language. For the most part, it will be a welcome development that all teachers think of themselves as teachers of academic language.

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