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Other semiotic competences are also required as subjects are taught with the help of for example graphs or statistical tables. Some groups of learners need particular help because they do not have in their environment the support needed to acquire ordinary language competence and even less, academic language of schooling. Guides to history, math, biology, drama, poetry, sociology, plus many other subjects. Our most popular guides include quick quizzes, so you can test your retention before the test.

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Reference texts

Download the text 'Language(s) in other subjects'

Download the French version of the text 'Language(s) in other subjects' (Langue(s) des autres matières)

Overview

Language and other modes of communication are crucial to learning in subjects in schooling other than Language as Subject. There are many implicit expectations of learners in other subjects with respect to their communicative competences and these competences are an integral part of learning. Learners are thus entitled to be taught the required competences and equally, the expectations that they can use such competences put on learners in other subjects are justified if they are to be successful in learning. The language needed is more than the ordinary communicative skills developed in everyday life and academic language has to be taught and learnt deliberately. Other semiotic competences are also required as subjects are taught with the help of for example graphs or statistical tables. Some groups of learners need particular help because they do not have in their environment the support needed to acquire ordinary language competence and even less, academic language of schooling. There are implications for curriculum policy and design and for teaching methods which include cooperation and a holistic view of language learning in schools.

Contents

• 1. Introduction
• 2. Language and communication in a narrow and a wider sense
• 3. Rights to and requirements of language competences in other subjects
• 4. Subject communication and academic language use
• 5. The use of other semiotic systems
• 6. Teaching discourse competences and the specific needs of vulnerable groups
• 7. Organisational and didactic implications
• 8. Problems in creating common reference instruments for language(s) in other subjects
• 9. Summary

Download the text 'Language and school subjects - Linguistic dimensions of knowledge building in school curricula'

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Download the French version of the text 'Language and school subjects - Linguistic dimensions of knowledge building in school curricula' (Langues et matières scolaires – dimensions linguistiques de la construction des connaissances dans les curriculums)

Download the Italian version of the text 'Language and school subjects - Linguistic dimensions of knowledge building in school curricula'(Lingua e discipline scolastiche – Dimensioni linguistiche nella costruzione delle conoscenze nei curricoli)

Other Subjects.com Types

Overview

Whatever the subject, all knowledge building in the school context involves working with language. The purpose of this text is to suggest a general approach enabling different levels of specification of these language dimensions to be classed in transversal descriptive categories. The aim is to describe the process leading from units for analysis of actual uses to the identification of linguistic forms and mechanisms appropriate to those uses. It is aimed not only at the authors of curricula and textbooks and the designers of tests, but also at teachers, and especially teachers of subjects sometimes quite wrongly described as 'non-linguistic', to draw their attention to the language components of work in their subject. It is also relevant to teacher trainers, particularly those responsible for the teaching of disciplines other than languages taught as a subject.

Download the text 'History: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning history (end of compulsory education)'

Download the French version of the text 'History: An approach with reference points' (Histoire | Une démarche et des points de référence - Eléments pour une description des compétences linguistiques en langue de scolarisation nécessaires à l'enseignement/apprentissage de l'histoire [fin de la scolarité obligatoire])

Overview

This text presents a procedure for creating a curriculum for the teaching of history which explicitly takes into account the discursive and linguistic dimensions of this subject. It proceeds through successive stages, for which there are corresponding inventories of references, from the level of educational goals in the teaching of history to the identification of linguistic elements which it is particularly important to systematise in the classroom in order to manage the corresponding forms of discourse. This procedure – presented for discussion – has been devised to be independent of the specific language in question. It may ultimately be adaptable to other disciplines.

Contents

• 1. Values
• 2. Social situations of communication where history is present
• 3. Subject-related competences
• 4. In-school communication situations relating to history teaching
• 5. Specific linguistic and semiotic competences needed for history teaching
• 6. Thresholds

Download the text 'Sciences: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning science (at the end of compulsory education)'

Download the French version of the text 'Sciences: An approach with reference points' (Sciences | Une démarche et des points de référence - Eléments pour une description des compétences linguistiques en langue de scolarisation nécessaires à l'enseignement/apprentissage des sciences [fin de la scolarité obligatoire])

Download the Italian version of the text 'Sciences: An approach with reference points (Elementi per una descrizione delle competenze linguistiche nella lingua di scolarizzazione necessarie all'insegnamento/apprendimento delle scienze alla fine della scuola dell'obbligo) (© Italiano LinguaDue)

Overview

This text presents a procedure to help in creating a curriculum for the teaching of science (biology, chemistry and physics) which explicitly takes into account the discursive and linguistic dimensions of this subject area. It proceeds through successive stages, for which there are corresponding inventories of references, from the level of educational goals in the teaching of science to the identification of linguistic elements which it is particularly important to systematise in the classroom in order to manage the corresponding forms of discourse.

Contents

• 1. Educational Values and Science Education
• 2. Science education and citizenship
• 3. Subject-related competences
• 4. In-school communication situations relating to science teaching and learning
• 5. Specific linguistic and semiotic competences needed for science education
• 6. Summary and Perspectives: Thresholds and stages of development

Download the text 'Literature: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning literature (at the end of compulsory education)'

Download the French version of the text 'Literature: An approach with reference points' (Litérature | Une démarche et des points de référence - Eléments pour une description des compétences linguistiques en langue de scolarisation nécessaires à l'enseignement / apprentissage de la litérature [fin de la scolarité obligatoire])

Overview

This text presents a procedure for creating a curriculum for the teaching of literature which explicitly takes into account the discursive and linguistic dimensions of this subject area. It proceeds through successive stages, for which there are corresponding inventories of references, from the level of educational goals in the teaching of literature to the identification of linguistic elements which it is particularly important to systematise in the classroom in order to manage the corresponding forms of discourse. This procedure – presented for discussion – has been devised to be independent of the specific language in question.

Contents

• 1. Educational values
• 2. Social and private situations of communication where literature plays a role
• 3. Subject-related knowledge in literature
• 4. In-school communication situations relating to literature education (for subject teaching/learning in general)

Download the text 'Mathematics: An approach with reference points - Items for a description of linguistic competence in the language of schooling necessary for teaching/learning mathematics (end of compulsory education)'

Download the French version of the text 'Mathematics: An approach with reference points' (Mathématiques | Une démarche et des points de référence - Eléments pour une description des compétences linguistiques en langue de scolarisation nécessaires à l'enseignement / apprentissage des mathématiques [fin de la scolarité obligatoire])

Overview

This text presents a procedure to help in creating a curriculum for the teaching and learning of mathematics which explicitly takes into account the discursive and linguistic dimensions of this subject area. It mainly transfers and adapts the ideas and procedures developed for history in Beacco (2010), science in Vollmer (2010) and literature in Pieper (2011). It proceeds through successive stages, for which there are corresponding inventories of references, from the level of educational goals in the teaching and learning of mathematics to the identification of linguistic elements which it is particularly important to systematise in the classroom in order to manage the corresponding forms of discourse.

Contents

• 1. Educational values and mathematics education
• 2. Social and private situations of communication where mathematics plays a role
• 3. Mathematical competencies
• 4. In-school communication situations relating to mathematics teaching and learning
• 5. Specific linguistic and semiotic competences needed for mathematics education
• 6. Summary and Perspectives: Thresholds and stages of development
• 7. Selected bibliography

Handbook

Mastering the language of schooling is essential for learners to develop the skills necessary for school success and for critical thinking. It is fundamental for participation in democratic societies, and for social inclusion and cohesion.

This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects. It proposes measures to make explicit – in curricula, pedagogic material and teacher training – the specific linguistic norms and competences which learners must master in each school subject. It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to benefit from diversified language-learning situations in order to develop their cognitive and linguistic capacities.

Other Subjects.com Games

Download the pdf version of 'A Handbook for Curriculum Development and Teacher Training. The Language Dimension in All Subjects'
ISBN 978-92-871-8456-6.

Download the French version: 'Un Guide pour le développement de curriculums et la formation des enseignants. Les dimensions linguistiques de toutes les matières scolaires' .
ISBN 978-92-871-8455-9

Further Resources

• A Framework of Language Competences across the Curriculum: Language(s) in and for inclusive Education in Northrhine-Westfalia (Germany) (2012)
  
• Language Across the Curriculum in Primary Education (2007)
  
• Language Across the Curriculum in Secondary Education:
  • A descriptive framework for communicative/linguistic competences involved in the teaching and learning of history (2007)
  • Language in mathematics? A comparative study of four national curricula (2007)
  • Language and communication in the learning and teaching of science in secondary schools (2007)
  • Languages across the curriculum (2006)

The descriptors below were provided by Norway, the Czech Republic, Val d'Aosta (Italy), Portugal, Spain, Slovenia and Luxembourg.

• End of level ISCED 1 - end of primary
• End of level ISCED 2 - end of compulsory education
  • Aesthetic, literary and cultural education
    

ISCED - International Standard Classification of Education, developed by UNESCO
0 = pre-primary education, 1 = primary education or first stage of basic education, 2 = lower secondary education or second stage of basic education (the subsidiary criteria for this level include entry after some 6 years of primary education; end of the cycle after 9 years from the beginning of primary education; end of compulsory education)

European Centre for Modern Languages (ECML)

A pluriliteracies approach to teaching for learning (2015)

Other Subjects

Subject Other To Physical Contact

Available also in German: Pluriliterales Lernen im Sachfach