I have to admit that I never looked at academic language foci in this light. It was with great interest that I read the piece posted at http://exclusive.multibriefs.com/content/is-our-focus-on-academic-language-promoting-a-colonial-mindset/education
Focussing on what all teachers have in common when teaching academic language and harnessing the skills of the ESL teachers to be more effective not just for ELs but for all students.
This is a great video for teachers who would like to collaborate effectively with one another to assist ELs to achieve academically by building background knowledge, be mindful of language issues, and consider different strategies.
No curriculum area can be taught without paying attention to teaching the English language at the same time. Here is an example of language in science at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/04/response_how_to_weave_writing_throughout_science_lessons.html
A great tool to assist your students in building academic content language!!! Share with your colleagues.
When reading this publication, I remembered my first years in the USA and how I struggled in lectures during my graduate program. Find information about the research here at http://newsmanager.commpartners.com/tesolheis/issues/2018-03-06/1.html
A study by Mulligan & Kirkpatrick (2000), for example, found that a much larger than expected group of ELLs had trouble understanding lectures. In courses that included Architecture and Construction, and Economics and Finance, it was found that fewer than 1 out of 10 ELLs understood the lectures well and perhaps 1 out of 4 ELLs had not understood anything at all (Mulligan & Kirkpatrick, 2000).
This suggests that instructors need to construct their lectures and design their courses with ELLs in mind, being more thoughtful to this group.