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language-demand-analyser

Analyze vocabulary, grammar, discourse, and genre demands of classroom tasks for EAL learners.

Updated Apr 13, 2026
Search Tags:#scaffolding#lesson planning#eal#language demands#academic language#multilingual learners#bics calp
One-click install
npx skills add https://github.com/xiaoshan1234/ai-skill --skill language-demand-analyser-xiaoshan1234
Or copy as Structured Prompt for Agent▼
Please help me install this Agent Skill.
Skill: language-demand-analyser
Source: https://github.com/xiaoshan1234/ai-skill/tree/main/role/english-teacher/skills/language-demand-analyser
Command: npx skills add https://github.com/xiaoshan1234/ai-skill --skill language-demand-analyser-xiaoshan1234

SYSTEM DOCUMENTATION & REQUIREMENTS

What problem does it solve? Classroom tasks contain hidden language demands that subject teachers rarely notice, creating barriers for EAL and multilingual students who may understand the content but cannot access or express it in academic English. ## Core Features & Use Cases - Four-Dimension Analysis: Identifies vocabulary (Tier 1/2/3), grammar (tense, voice, modality, nominalisation), discourse (text structure, cohesion), and genre (register, purpose) demands of any classroom task. - Scaffold Recommendations: Produces specific, practical scaffolds for each language dimension plus 2-3 priority actions for time-limited planning. - Teacher Language Guidance: Advises how the teacher's own instructions, explanations, and questioning can support or hinder EAL access. - Use Case: A Year 8 science teacher asks students to write an experiment conclusion. The analysis reveals the task requires tense shifting, passive voice, hedging language, and causal connectives, then provides sentence frames, a structure template, and pre-teaching vocabulary lists. ## Quick Start Analyze the language demands of the task "write a conclusion for a science experiment on friction" for Year 8 science students at Early Acquisition level.

Frequently Asked Questions about language-demand-analyser

High-intent search queries and answers about installing and using this skill.

FAQPage Schema
How do I identify language demands in a classroom task for EAL students?▼

Provide the task description, student year group, and subject area. The analysis examines four dimensions: vocabulary tiers, grammar structures, discourse organization, and genre conventions, then lists specific demands with examples from the task.

What scaffolds help EAL students with academic writing tasks?▼

Effective scaffolds include sentence frames for passive voice and hedging, text structure templates with section headers, pre-taught Tier 2 academic vocabulary, and displayed tense rules. The analysis recommends scaffolds matched to each identified language demand.

What is the difference between BICS and CALP in language analysis?▼

BICS is conversational fluency developed within 1-2 years, while CALP is academic language proficiency taking 5-7 years. Students fluent in conversation may still lack the academic language needed for curriculum tasks, which is why task-level demand analysis matters.

Can this analysis work without knowing students' exact proficiency levels?▼

Yes. If proficiency levels are not provided, the analysis covers demands affecting students across a range from Early Acquisition to Consolidating. Providing proficiency levels and first languages makes the scaffold recommendations more targeted.

What are the limitations of language demand analysis for individual students?▼

The analysis identifies demands at a general level and cannot predict challenges specific to individual first languages, such as article use or word order differences. Teachers must adapt scaffolds using their knowledge of each student's linguistic background.

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