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    Programme 2016-2019
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    language in subjects
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    Step 1: Planning
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    2. Explore the issues

Developing language awareness in subject classes


OVERVIEW
STEP 1:
PLANNING
STEP 2:
TEACHING
STEP 3:
LEARNING
GLOSSARY
REFERENCES

2. Explore the issues

Language needed for academic success

Many students may find it challenging to cope with the language they meet in academic subjects as this is quite different from the everyday language they use outside school, with friends and family.

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Characteristics of the language of schooling

Especially for ‘vulnerable’ learners, the language used at school is in many ways a barrier to reach their potential (Cummins 1979). Describing, comparing, evaluating, analysing etc. are examples of discourse functions that students must master in subject classes. The importance and content of different functions may vary from subject to subject. For example, in history it may be important to describe events and to explain causes and effects. In mathematics on the other hand, it is sometimes necessary to describe processes, for instance a step-by-step description of how to add fractions with different denominators, as well as to define abstract terms. 

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Integrating content and language

Teachers know that until the age of 9 or 10, most students can follow what goes on in the classroom. As learners progress in school, the subjects and the language of the subjects become increasingly more abstract and academic because of subject-specific vocabulary, complex texts, and the need to express their knowledge and to show understanding in different subjects in a more academic manner. In sum, learning a subject implies more than learning facts. To build knowledge, it is therefore necessary to acquire control over the more academic functions of the language in which that subject is delivered. This is what makes learning possible.

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The language needed to meet academic challenges

In order to know what students know or have learned about a subject/topic they must express their knowledge in some way, i.e. to speak or write about it. This means that there is a relationship between knowledge and language proficiency. Competent language users can express their knowledge more fluently and in more detail than weak language users. At the same time students with a high level of language proficiency will have a greater chance of learning in subject classes. Their language “mastery will have a positive effect on their knowledge gains and help them to develop the desired attitudes and approaches” (Beacco et al., 2015). 

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