Module 3

Concept of LAC
Language and Learning
Language plays a central role in the learning experience of the child. It is the key to all learning. No
learning can take place without language. Language enables the child to form concepts, explore symbols,
analyze a given problem and to solve it, organize information and interact with his or her environment.
Therefore, irrespective of the subjects they teach, all teachers should give due weightage to the centrality of
language in the learning process of the child and any pedagogic intervention should recognize the role of
language in the transaction of the curriculum.
Language Across the curriculum (LAC) as a concept acknowledges the fact that language
education in school does not only take place in specific language subjects such as mother tongue
education, foreign language education, second language education, it takes place in each subject, in
each and every activity in school, across the curriculum.
Language cannot be learned in a vacuum like situation. It is contextual. It derives its meaning from
the context in which it is used. Content subjects provide a context for use of language. Learning in all
subjects is dependent upon language. Thus, we see language and learning content subjects are closely
interrelated. Effective language development facilitates the learning of content subjects. It is therefore
necessary to integrate language and content.

Origin of LAC
It was developed in the late 70s and early 80s of the 20th century. It originated in Great Britain, where the
idea of linking LAC with the school language policies as a whole received formal recognition in the so-called
Allan Bullock report – entitled ‘A Language for Life’: “Each school should have an organized policy for
language across the curriculum, establishing every teacher’s involvement in language and reading
development throughout the years of schooling”.
BULLOCK REPORT – The ‘Bullock report’ is a British report on TEACHING ENGLISH as a mother
tongue, presented by the Committee of Inquiry set up by the Secretary of State for EDUCATION and
Science, Margaret Thatcher, in 1972. The Committee was chaired by the historian Sir Alan Bullock, and
reported in 1975.
Its concern was ‘to consider in relation to schools: (a) all aspects of teaching the use of English, including
reading, writing, and speech; (b) how present practice might be improved and the role that initial and in-
service training might play; (c) to what extent arrangements for monitoring the general level of attainment in
these skills can be introduced or improved; and to make recommendations’. In a report of over 600 pages,
with 333 recommendations, the Committee summarized much of the consensus of the 1970s on the nature
of English teaching, particularly reflecting attitudes associated with the work of James N. Britton.
Although sceptical about claims that literacy rates had fallen substantially, the Committee called for a major
investment in training and development to improve linguistic skills and linguistic awareness among both
teachers and learners, and drew attention to the number of English teachers whose training was not
specifically for teaching in this area. The report has been criticized for its optimism, but clearly reflects the
views on language which underlay the moves to a mass, comprehensive system of schooling through the
1960s–70s
A decade later this was underlined in the Swann Report entitled ‘Education for All’.:
“Unless there is a school language and learning policy across the curriculum there will be wastage of effort
and often confusion.’’
Of course, the Bullock Report looked mainly at language in the context of the mother tongue. However,
in many cases, the conclusions can be applied to the foreign language context, in particular the notion that
language crosses the curriculum.

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Basic tenets ( principle / belief) of LAC
In order to understand the importance of language in school education for all subjects and across the whole
curriculum, we have to identify the basic tenets on which LAC rests (as given by Carson 1990):
1. Language develops mainly through its purposeful use:
Language is contextual. It derives meaning from the context it is used or in other words it exists in its
purposeful use.
2. Learning (often) involves talking, writing, shaping, and moving.:
Language learning involves learning the four skills of listening, speaking, reading, writing along with
non-verbal modes of communication.
Any language involves four skills, viz., listening, speaking, reading, and writing. However, along with
these skills, non-verbal modes of communication also prove effective for communicating ideas. There may
be linguistic or cultural variations in nonverbal expression of ideas. This also needs to be internalized by a
learner to be proficient in its use. Thus, learners need to learn :
• Listening - Comprehend oral input
• Speaking - Construct meaningful utterances
• Reading - Understand written texts
• Writing - Produce written texts/discourse
• Viewing - Attend to visual signs/ information
• Shaping - Use visual means of expression
• Watching - Attend to the movements
• Moving - Use the whole body, the whole person for self-expression.
3. Language use contributes to or is a pre-requisite for cognitive development.
A minimum level of language proficiency is required to ensure cognitive development in learners. Theorists
like Piaget and Vygotsky have emphasized the importance of language in cognitive development. ZPD as
proposed by Vygotsky is crossed by a child by means of use of language with peers or adults.
4. Language is the medium for reflecting on learning, for improving it, and for becoming (more or less)
autonomous as learners.
Reflection or self awareness regarding one’s own behaviour is essential to growth and development.
Reflective thinking is needed to become an independent learner. This process of reflection is possible only
through the use of language.

The following are the key points of the idea of ‘Language across the Curriculum’:
1. LAC is an approach to learning that focuses on improving language proficiency in all subjects to enhance
students’ learning and learning outcomes.
2. Language education does not only take place in specific subjects explicitly defined and reserved for it,
such as mother tongue education, foreign language education, second language education, etc. Language
learning and education also takes place in each subject in the school, in each and every academic/mental
activity, across the whole curriculum – whether we are conscious of it or not.
3. LAC emphasises that language development is the responsibility of all teachers across the school and in
all subject areas.
4. Each subject area has both similar language aspects and patterns as in other subject areas plus its own
specific language usage and style (register).
5. Each subject area also has its own specialised vocabulary and different writing genres, e.g., Science report
writing is different to History report writing.
Since language learning has to take into consideration the general language ability as well as the
understanding of language in different subjects, we need to develop a comprehensive understanding of
language education and language learning in schools that take place across all subjects, in addition to the
central role of language as a subject itself and all that it involves (e.g., shaping the intellectual and social
personality).This linguistic dimension in each learning activity is sometimes hidden and partly implicit and
therefore, often underestimated in its importance.

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Need / Scope / Goals /Benefits of LAC
The National Curriculum Framework (NCF) 2005 of India has recommended recognition of child’s mother
tongue along with encouraging proficiency in English. This is possible only when learning builds on a sound
language pedagogy. The language policy of our country is based on the LAC approach. Reading, writing,
listening and speech contribute to the child’s progress in all curricular areas.

Goals of LAC
‘Language across the Curriculum’ is an approach. An approach is the way to reach the goals. The goals
are two-sided in the context of LAC.
1. Development of competence in content / or discipline
2. Language learning.
Hence, ‘Language across the Curriculum’ (LAC) approach integrates language learning and content learning.
Language across curriculum approach is appreciated and promoted by most of the educationists. The reason
for its popularity is its advantages for students, teachers as well as for the entire education system.
Here are some of the benefits of language across the curriculum approach.
• It helps learners to get understanding of different technical terms related to subject specific concepts.
• It helps learners to improve their linguistic skills by linking them with content knowledge.
• It enables learners to discuss subject concepts more effectively through language teaching.
• It helps the learners to understand the relationship between linguistic proficiency and expertise in core
subjects.
• It motivates students to understand the world around them by providing them opportunities to explore,
express and interrelate language learning with subject content.
• It stimulates linguistic skills learning through activity as learners get the opportunity to practise linguistic
skills while learning different subject concepts .
• It ensures holistic development of learners as they are able to understand the importance of language and
subject learning and importance of technical vocabulary to improve linguistic skills.

Challenges
The research studies have proved the benefits of LAC approach and various efforts are being made to
integrate language learning go simultaneously with subject learning. But, still the journey is not smooth and
we have a long way to go and overcome the obstacles that are hampering the consonance of language learning
and subject knowledge.
Dewey and Duff (2009) have tried to explain that through four reasons or say primary concerns:
• Lack of information on how to integrate language learning with subject knowledge – According to
this factor most of the organizations are not updated about the practical feasibilities of applying and adopting
this practice. They believe in segregation and that is why opting for separate approached to teach language
and content in isolated compartments. Due to lack of orientation or say training they are opting traditional
pedagogical practices.
• Lack of funding for initiatives: Linking and integrating language with core subjects need planning and
organizing curricular and other activities. In their study Dewey and Duff found that most of the organizations
try to avoid this because they feel that organizing pedagogical situation to integrate language and core
subjects will demand extra from them. This restricts many organizations to try and opt LAC.
• Problematic administrative policies: Dewey and Duff (2009) also found the role of strict and rigid
administrative policies as a hindrance in implementing LAC. While mentioning about these factors they
stated that lack of administrative flexibility like linking curriculum of language with core subjects, changes
in the timings, physical constraints to implement LAC are some of the reasons to hinder implementation of
this approach.
• Lack of support staff for carrying out initiatives is also one of the factors due to which LAC approach
cannot be used. Due to lack of co-operation and collaboration , lack of communication the academic staff
does not get support to organize teaching learning situations to integrate language learning with other
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subjects.
Apart from the factors mentioned before there are other reasons as found by Dewey and Duff (2009) like:
• Lack of readiness or preparedness among faculty members to integrate language with subject knowledge.
• Due to lack of proper orientation and facilitation few faculty members also stated that they did not find any
consonance or alignment in the principles of teaching language and core subjects.
It should be kept in mind that the actual outcomes of language learning in any class need to analyzed
empirically. In fact, these learning outcomes in one way or the other are dependent on the content which is
used to teach them. This content should not be extremely general or remote from subject related topics or
objectives. If it is not done the chances of transferability of linguistic skills with subject concepts becomes
extremely negligible. Conceptual understanding and subject specific comprehension don’t develop on their
own but require certain level of language competences, goal oriented practices, continuous attention and
sustained motivation and collaboration.

What are the difficulties in implementing LAC?

⮚ Unsupportive attitude of teachers for lack of clarity about the topic.
⮚ Inadequate training of teachers to handle language skills in classrooms.
⮚ Unclear conceptualization of the concept.
⮚ Uncertainty about the didactic modes to be adopted.
⮚ Weak reading comprehension of students.
⮚ Insufficient resource materials.
⮚ Lack of incentives for teachers and students.

What are the ways to promote LAC?

⮚ Seek governmental involvement by having the concept of language across the curriculum made a school
policy.
⮚ Encourage teachers to recognize the limits of monolingualism, and promote multilingualism.
⮚ Provide adequate incentives for teachers to incorporate LAC in their content areas.
⮚ Ensure that training bodies prepare resource materials to guide action in classrooms.
⮚ Have a monitoring system on the basis of which grants are distributed to institutions implementing this
concept.
⮚ Through a language center or other educational set up, develop a forum for the exchange of ideas and
expertise among teachers from all departments.