How can language-sensitive education be defined, and what does the concept imply for the day-to-day work of teachers, irrespective of their subject?
What competences related to language-sensitive education are needed by teachers of all languages and of other subjects?
How are language-related objectives described in curricula for learners? This Building Block highlights the importance of taking account of these requirements in teacher education.
Within pre- and in-service teacher education programmes, how and where can teacher educators build components that focus on language-sensitivity into their existing courses / modules?
How can attention to language-sensitivity be strengthened in lesson observation assignments and teaching practice?
How can curriculum designers and teacher educators strengthen the focus on language-sensitive teaching in their curricula for pre- and in-service teacher education?