LAC - Definition, Concept and Origin

Language shapes our world view. It changes to reflect the nature and scope of the topic hence each area of learning has specific language demands. It enables understanding and learning. It is a means of empowerment or exclusion. It should be a major focus in schools because it is the main means of teaching and assessing in schools. Students have very different language backgrounds and needs. Language-focused teaching helps learning.

 ‘Language across the curriculum’ is a concept believed to be originated in Great Britain in the late twentieth century. It was originally used in teaching English in a mother-tongue context. Linking LAC with school policy was mentioned in the Bullock Report (1975) entitled A Language for Life: “Each school should have an organized language policy for language across the curriculum, establishing every teachers' involvement in language and reading development throughout the year of schooling.” Swan Report titled ‘Education for all’ (1985) says ‘Language crosses the curriculum. Every teacher is a language teacher.’ In its narrow sense LAC is a concept of linking language and non - language subjects. In its widest sense it is a comprehensive model of language education as part of a whole school language policy.

Its aim was towards making language development a focal point during curriculum transaction. According to this concept, language must be taught not just in language classrooms, but in all the subjects and through all the activities arranged at school Instead of devoting just a few periods for teaching language and waiting until the child passes out of school to use language in real life situation, the forum for using it effectively is being arranged at school itself. The child must feel the need to acquire language skills as he studies and also get enough and more experience to use his skill. The language chosen can certainly vary.

An LAC approach is one that integrates language learning and content learning. Language cannot be effectively learnt without a context while learning in all subjects is dependent upon language. In view of the above, language and content are closely interrelated. In fact, content subjects provide a context for language while effective language development facilitates the learning of content subjects. It is therefore necessary to integrate language and content.

It also emphasizes that different areas of learning involve highly specialized language styles, technical vocabulary, text types and illustrations. As teachers, we need to understand how language is used in the content areas and share this understanding with learners. For example, after the idea of suffixes has been introduced in English lessons, the History teacher can introduce the new suffix ‘-ism’ and give examples such as ‘communism’ ‘colonialism’, capitalism, or socialism. Language is the key to learning. All our teaching, in all subject areas, needs to have a language focus.