Abstract
It is a widespread view that ‘academic language’ is the most significant dimension of language. This aspect of language is widely used for academic purposes that contrast with the conversational language spoken outside of the classrooms. The ultimate focus on the linguistic features of academic syllabi overlooks the role everyday forms of conversational language play in academic work and how learners of marginalized backgrounds are capable of using their existing linguistic resources to navigate tasks within the classrooms. The paper intends to shift the focus from academic texts to the language of ideas used to navigate in disciplinary works, such as how the ideas and content can be expressed in various ways, and the linguistic resources learners of unprivileged backgrounds use to engage in the tasks.
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