2026 Theses Doctoral

Investigating the Role of an Asynchronous Learning Module on Understanding Academic Language Use for Content Area and ENL Teachers in the K-12 Context of Schooling

Artigliere, Marcus

Academic language is a central predictor of K-12 academic success, yet many teachers receive limited preparation in how to identify, characterize, or teach the linguistic demands embedded in disciplinary texts (DiCerbo et al., 2014). This gap disproportionately affects English learners, who must simultaneously acquire disciplinary content knowledge and the specialized language needed to express and understand that content. To address this persistent problem, the present study examined whether a fully asynchronous professional development module could enhance teachers’ understanding of academic language within the K-12 context.

The study engaged 50 New York City teachers—25 TESOL teachers and 25 content area teachers—in a six-section asynchronous learning module grounded in Purpura’s (2024) Learning Oriented Assessment (LOA) framework. The module introduced language use domains, the construct of academic language, and the linguistic features of science and social studies texts. Across the module, 42 embedded assessments elicited proficiency, instructional, affective, and socio-cognitive dimensions of teacher learning.

Response data were extracted from PlayPosit and analyzed using Creswell and Poth’s (2018) analytic coding schema, complemented by descriptive statistics and paired sample t-tests for pre-post Likert items.Findings indicated that both TESOL and content teachers improved in their ability to define academic language, identify its linguistic features, and articulate challenges that English learners encounter when engaging with disciplinary texts. Across groups, teachers reported increased confidence, improved preparedness to teach academic language, and a stronger understanding of the relationship between academic language and content learning.


The study demonstrated that asynchronous professional development module with feedback can serve as an effective, scalable model for building teacher expertise in academic language. Methodologically, it illustrated the value of embedding LOA principles within online teacher learning. Pedagogically, it highlighted the need for explicit academic language training across all disciplinary contexts to support equitable instruction for English learners.