Instructional Strategy

INSTRUCTIONAL STRATEGY

Language and Conversation Tracker

Grade:

3-5, 6-8, 9-12, UNIV

Type:

Develop Language (MLL)

/ Acquire Vocabulary

< 20

Minutes

When:

Before, during, and after reading

Materials:

Language and Conversation Tracker handout, whiteboard or display, writing utensils

Description

The Language and Conversation Tracker strategy strengthens students’ ability to navigate seamlessly between informal (social) and formal (academic) language through deliberate documentation and scaffolded practice opportunities. Students build a personalized reference tool that strengthens their metacognitive awareness of language registers while developing academic vocabulary in authentic contexts. Through this process, students learn to consciously select appropriate language for different social and academic situations.

Procedure

Begin by introducing the idea of informal and formal language. Consider asking open-ended questions that access students’ personal experiences, such as the following:

What words and phrases do you use in different settings (e.g., in the classroom versus spending time with friends)?

How does your language change when you’re talking to different people (e.g., at school, at home, at your friend’s house)?

Display the three-column Language and Conversation Tracker, which includes space for informal language, formal language, and examples.

Model the thinking process through a guided think-aloud highlighting the difference between formal and informal language. For instance, demonstrate how greeting a teacher might sound like “Good morning, how are you?” while greeting a friend might sound like “What’s up? How are you doing today?” Take time to explicitly explain that formal language is typically used in classroom settings and when addressing teachers, while informal language is more appropriate for communicating with peers.

Once students understand the concept, distribute one Language and Conversation Tracker to each student. Group students in pairs, and challenge them to work together to identify phrases and vocabulary they use colloquially (informal language) and the equivalent formal expressions. To deepen understanding, ask students to provide real-life examples that showcase when each phrase would be most appropriate to use.

Foster class discussion by asking for student volunteers to share their ideas; record these examples on the displayed template.

Close by asking the following self-assessment questions:

What key characteristics can you recall about formal and informal language?

What are some common formal and informal phrases you expressed to your peers?

Can you write a sentence explaining the main differences between formal and informal language?

To ensure long-term implementation, challenge students to continue adding to their entries during content lessons to build vocabulary and understanding of language registers. Create a systematic approach by printing additional copies of the handout and encouraging students to develop a habit of adding to their Language and Conversation Tracker regularly.

Differentiation

Processing Support: Break down the tracker entries into smaller steps, provide checklists, and offer more frequent check-ins during the process. Use color-coding to distinguish between formal and informal language patterns. Include time between steps.

Media Analysis & Role-Play to Bring Language Registers to Life: To enrich this formal language activity, students could analyze real-world examples from various media sources (such as news articles, social media posts, and professional emails) to identify and compare language patterns, making the learning more authentic and relevant. Additionally, students could create short role-play scenarios demonstrating appropriate language use in different contexts, which would deepen their understanding through active application while providing opportunities for immediate peer feedback and discussion.

Multilingual Learning Support

Beginning Proficiency: Support students by comparing and contrasting key characteristics of formal versus informal language (e.g., formal language does not use contractions, while informal language does; formal language tends to be elaborate, while informal language might be short and simple). Encourage students to recall key information through guiding questions. To support students in developing language fluency, pre-teach formal and informal expressions related to your content area and group students with supportive peers.

Intermediate Proficiency: Enhance vocabulary connections by having students use a bilingual dictionary, glossary, or digital translation tools. Create structured opportunities for language practice by providing sentence stems with linking words related to comparing and contrasting (e.g., “On one hand, …; on the other hand, …” or “Formal language is…, while informal language is…”) as well as explanations (e.g., “Formal language is…” or “The characteristics of informal language are…”). Develop visual aids and maintain interactive word walls with the vocabulary students generate during this task. Consider adding student-created illustrations or photos to reinforce meaning.

Advanced Proficiency: Encourage students to build sophisticated connections between formal and informal language. Have students analyze authentic materials like news articles, social media posts, and academic texts to identify language patterns. Challenge older students to think about how English and their home languages change across contexts and generations. (For example, an older generation might informally say, “Don’t be a negative Nancy,” while members of Generation Alpha might informally say, “Don’t be salty.”) Further support advanced learners by having them classify the types of phrases and vocabulary across the different columns and create mini-presentations explaining the nuances between formal and informal language use in different settings.

Variations

Contextual Language Scenarios: Have students create and perform scenarios that demonstrate real-world language transitions within a single setting (such as a doctor’s office, where the doctor uses formal language with colleagues during consultation but informal language when explaining concepts to a young patient). Students should:

Write scripts that show natural language transitions

Include specific vocabulary from their Language and Conversation Tracker

Demonstrate understanding of why language shifts occur

Reflect on how these shifts impact communication effectiveness

Reflection and Self-Assessment: Establish a routine for reflection by scheduling periodic review sessions (perhaps biweekly or at the end of each unit) where students complete the reflection found on the back of the Language and Conversation Tracker. This will help students analyze their growth, identify patterns in their language use, and set goals for future learning.

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