A closer look at the elements in this figure

‘Language-sensitive education’ is not a simple concept to explain because it covers several aspects of the handling of language and communication in education, and it overlaps with other concepts and terms. For example, 'language-sensitive teaching’ is also known as ‘linguistically responsible pedagogy’ (for example, in Finland), ‘linguistically responsive teaching’ (Lucas & Villegas 2013), and ‘language-aware teaching’ (for example, in Germany). There are several discussions of language sensitivity in the literature, some of which are cited here under the heading ‘other resources’.

In the Building blocks, we make a distinction between ‘language sensitivity’ and ‘language-awareness’: language awareness is understanding how language and communication work in different circumstances; language sensitivity is using this awareness actively in one’s teaching. 

(1) The learning of any subject depends partly on being able to understand and use the necessary language, especially any new words or expressions, ways of writing, etc. As Alexander points out: “Language and the quality of language are essential to cognitive development, learning and teaching in all contexts [...]. If language unlocks thought, then thought is enhanced, challenged and enlarged when language in all its aspects, […] and in every educational context, is pursued with purpose and rigour.” (Alexander 2009:271).  

(2) Teachers need to know something about the individual language repertoires of each learner, both about their competences in the language of schooling, including their level of literacy and their ability to express themselves orally, and about their background and skills in other languages.

(3) Being language-sensitive means using helpful ways of interacting with learners, for example, making sure that instructions and questions are understood, rephrasing them if necessary, giving clear and helpful feedback, supporting talk with body language or visuals when necessary, etc. This is especially important when learners have first or home languages which are different from the language of schooling.

(4) When learners are dealing with new concepts or subject knowledge, teachers can provide some helpful linguistic support, for example by explaining new words, highlighting which language features (words, sentence structures, speech acts) are especially important, asking questions that stimulate thought, etc. while encouraging them to solve conceptual challenges themselves (this is part of what is often called ‘scaffolding’). Learners for whom the language of schooling is an additional language can be encouraged to use their other languages as a means of thinking about and understanding new concepts and new terms.

(5) Learners need to learn to use language that is related to the subject appropriately when carrying out learning and assessment tasks. They should gradually further develop their language repertoires so that they can deal successfully with these subject-related language demands. Some learners need individual help with this, for instance learners with special needs such as dyslexia, or recently arrived migrants who are not yet fully competent in the language of schooling.

(6) Many of the skills that learners need to develop during their schooling and beyond are transversal in the sense that they are needed for 21st century life in a democratic society. For most of them language and communication competences are essential. Among its Key Competences for Lifelong Learning , the European Commission includes ‘personal, social and learning to learn competence’; UNICEF lists decision-making and problem-solving among the ‘Transferable Skills’ it sees as critical in children’s education; and the Council of Europe’s Reference Framework of Competences for Democratic Culture specifies, for example, the importance of: listening carefully to differing opinions; listening effectively in order to decipher another person’s meanings and intentions; asking questions that show understanding of other people’s positions; and so on. Being able to use language(s) sensitively in intercultural situations is also highlighted (Council of Europe 2018: 19-20). During schooling it is important for learners to develop such skills and the values and attitudes that underpin them.

EXAMPLE 1: In lower secondary school X, where 25% of learners have home languages other than the language of schooling, a class teacher has created a list of all of the learners in the class which includes information about their different language and cultural backgrounds and also about their general level of literacy and oracy in the language of schooling (based on her own experience of working with them and last year’s examination results). The teacher has shared this list with all the subject teachers who work with these learners.

EXAMPLE 2: In primary school, a teacher gives instructions when introducing a writing and drawing task about healthy food, using a loud and clear voice. He then asks two of the children to repeat it in their own words. Before they do the writing, he asks the children to suggest some useful words for the task and writes them clearly on the board.

EXAMPLE 3: In secondary school, a geography teacher is working with her learners on essay writing. Before asking them to write about the causes of earthquakes, she gets them to read a sample essay about volcanoes and to think in groups about the differences between the way it is written and everyday spoken language. Groups talk about differences in sentence structure (e.g. more use of the passive voice, subclauses etc), use of technical vocabulary (lava, eruption etc.), division into paragraphs, etc. Then, during the essay writing, the teacher offers help, especially to the learners who have lower levels of literacy in the language of schooling.

EXAMPLE 4: During a review of the teacher education curricula for all subjects in the faculty of education at a university, course leaders are asked to suggest improvements. As part of this process, they share ideas specifically about how using different kinds of questions and giving feedback to learners in a variety of different ways could be included in the revised curriculum.

EXAMPLE 5: In a teacher education programme, those responsible for overseeing teaching practice (the practicum) and observation assignments carried out by their student teachers in local schools are preparing workshops for these students. In the workshop they will present new criteria for assessing practice teaching and observed teaching. The new criteria will focus on the ways in which teachers and student teachers use language in their interactions with learners. These also include criteria for assessing the help teachers provide for learners with language disadvantages or who have problems expressing themselves.