Commentary

Building blocks resources support an assumption that all future and practising teachers need to adopt a consistently language-sensitive approach in their teaching. The ways in which they use such an approach will, of course, vary according to the subject being taught, the age of the learners, the lesson objectives and so on.

One reason why a language-sensitive approach is so important is that, in all subjects, learners' ability to use language appropriately will be assessed in some way, even if the criteria are not made explicit. Learners' ability to demonstrate their knowledge of and skills in a subject depends at least in part on their ability to express this knowledge clearly, whether orally or in writing. It is therefore crucial that supportive language-sensitive approaches should be explored regularly and in detail during teacher education programmes, whether pre-service or in-service.

In a school environment, language-sensitive approaches can be enhanced by teamwork such as workshops and other events involving all or subgroups of teachers, including the teachers of the language of schooling. It may not be not feasible for these teachers to know in detail what the language and literacy requirements of each subject are, but they can discuss with colleagues the kinds of language difficulties that learners face in different subjects and in different kinds of school or homework. Many of these difficulties can then be addressed in a general way in language of schooling lessons, but subject teachers will still need to do detailed subject-related work on language.

Teachers of foreign or additional languages have specific responsibilities regarding language and are experienced in helping learners to gradually develop skills in a new 'target' language. They may be able to play a special role in helping migrant learners from other language backgrounds with the new language of schooling. However, in teacher education there is a difference between learning language teaching methodology and becoming language-sensitive in one's classroom practice and handling of individual learners' needs. Both aspects need to be addressed in teacher education for language teachers.