By language(s) of schooling we mean the language(s) of instruction which is/are most often the national or official language(s) - and as such, constitute(s) a transversal dimension of all subjects. In many contexts this is the learners' second language.
It is necessary to:
- Underline the part played by language in both knowledge building and knowledge application in all subjects and settings,
- Be aware of the common aspects of the language(s) of schooling across all subjects as well as the subject-specific aspects,
- Make all school stakeholders aware of the language dimension across subjects so that they can develop a school language-sensitive culture,
- Give concrete examples (specific to the needs of different stakeholders) of support for the language(s) of schooling,
- Help all stakeholders find, develop and implement self-constructed solutions which address this challenge.
The aim of the project is to support the language(s) of schooling in both the formal and informal contexts of schools (e.g. extra-curricular activities/in the library, etc). It will enable school stakeholders to become aware of the importance of the language dimension across all subjects and will offer concrete ways in which they can contribute to the development of the learners’ competences in the language(s) of schooling. The Roadmap will guide schools towards the development and implementation of a successful language strategy, one that all stakeholders in the school community will take ownership of, but which also provides tailored guidance for different players, by enabling them to become aware of their strengths and through the identification of levers for progress in relation to:
- the acknowledgement of the importance of language across subjects
- the importance given to academic language and literacy skills in the curriculum (from a national to a local perspective)
- the support given to teachers to develop collaborative learning, understand and improve language-sensitive teaching across all subjects
- the development of an inclusive ethos across the entire school by giving other stakeholders (also involving parents and the wider community) concrete support
- the need for specific support for learners when they encounter linguistic difficulties in their learning