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Developing language awareness in subject classes

STEP 1:
PLANNING

STEP 2:
TEACHING

STEP 3:
LEARNING

1. Check-list for language sensitive teaching

2. Self-evaluation grids

3. Teacher/whole-school collaboration

4. Case studies

2. Self-evaluation grids

Self-evaluation for students:
CONTENT AND LANGUAGE ACHIEVEMENT

This tool is not a final model but instead a proposal to be adapted to each context. It is targeted at the students. It integrates language and content objectives. Teachers may wish to adapt this tool in various ways:

Used annually and including all the knowledge and skills in the curriculum while developing language objectives.

Periodic use for a session or sequence (here only one competence would be presented, evaluated…, but it may include several types of knowledge.)

Differentiation for language levels by integrating B1-level objectives

The modes of self-evaluation may also vary according to the curriculum, national culture or teacher’s approach. An example:

WORKING WITH A MAP IN HISTORY	I CAN
HISTORY	Not yet	With help	Well
DISCIPLINARY OBJECTIVES
Skill: Situate in time and space
Skill: Describe a map
Skill: Choose the information
Skill: Prioritise
Skill: Recount (give a recount)
Skill: Explain (causal relationships)
LANGUAGE OBJECTIVES
A2: listening comprehension I can spot information on a map and I understand: you see, map, drawing, surrounded by, present, describe, date, actor, why
A2: reading comprehension: I understand: map, drawing, surrounded by, present, describe, date, actor, date I can spot dates and names in a text. I look for and find the definition of the word in a dictionary. I can spot the subtext of the written documents (author, date,text, map, image)
A2: Oral expression: I can describe a map in a simple sentence. I can explain through speaking
A2: Written expression etc
A2: Oral interaction etc