學術語言是在正式的學校情境下學習學科內容，包括專門領域的專有名詞、特殊語體和話語（TESOL，2006，頁17），研習II（匿名）是一個十二小時的課程，主要在幫助小學教師進一步了解何謂學術語言和如何教學術語言。在美國Wendell 城市（匿名），英語教師必須必修研習II課程，班級導師而言研習II列為推薦研習課程。 本研究旨在探討研習II中的主要專業知識和技能為何？研究資料包括文獻、觀察記錄和訪談內容。研究對象包括一位英語專任輔導員和兩位英語教師。 研究發現，研習II中的主要專業知識和技能為學術語言和課程設計，然而研習II忽略了學術語言的教學方法和策略，尤其是低年級的部分，研習II也忽視了語言學成分的內容。針對英語教師設計的學術語言的專業成長應該包括語言知識、語言習得和教學知能。

Academic language is the language used in the learning of academic content, in formal schooling contexts, including specialized academic terms, speech registers, and discourse related to each field of study (TESOL, 2006, p. 117). Workshop II was a twelve-hour course to support teachers in developing a better understanding of what academic language is and how to teach it. Workshop II was required for English teachers and recommended for classroom teachers in Wendell (pseudonym) in the United States. This study discusses the knoweldge-base and skills covered in Workshop II. Data in this study included documentation, observational fieldnotes, and interviews.Participants in this study included one English instructional coach and two English teachers. The main knowledge-base and skills covered in Workshop II included academic language and lesson planning. However, Workshop II de-emphasized instructional methods and teaching strategies on academic language, especially for the lower grades, as well as linguistic components. The professional development on academic language for English teachers should include knowledge of language, language acquisition, and pedagogical knowledge.