LAC-I Unit with Syllabus.pptx

Course 4: LANGUAGE ACROSS
THE CURRICULUM
Mr. K.Thangavel
Assistant Professor,
Thiagarajar College of Preceptors,
Madurai-9.
Mr. K.Thangavel, Assistant Professor, TCP 1

Course objectives:
At the end of the course, the student-teachers will be able to:
• CO1: Understand the concept and principles of language across the
curriculum
• CO2: Develop the skill of enhancing language proficiency
• CO3: Acquire knowledge of integrated curriculum and language education
• CO4: Understand the theories of language learning.
• CO5: Analyze the language related issues

UNIT – I: CONCEPTUALIZATION AND PRINCIPLES
OF LANGUAGE ACROSS THE CURRICULUM
• Language Across the Curriculum, meaning,
concept, goals, aims, needs and importance of
Plurilingualism. - Modes of human activities
involving language -Language Objectives:
relationship between language and thinking –
development of conceptual literacy – Basic tenets
of language across the curriculum. - Principles of
language across the curriculum – Integration
across the curriculum: personal and pedagogical
integration.

UNIT - II: ACADEMIC AND SOCIAL
LANGUAGE
• Language: meaning, concept, definitions, aims,
objectives functions and importance – proficiency of
home language and school language - Strategies for
Enhancing Language proficiency: drama, essay, story
telling, group discussion, peer tutoring - nature of
expository texts Vs. narrative texts - transactional Vs.
reflexive texts. reading comprehension skills, language
skills and literacy skills - linguistic education: academic
language and social language, CALP skills, BICS skills,
conceptual literacy

UNIT-III: INTEGRATED CURRICULUM
AND LANGUAGE EDUCATION
• Integrated Curriculum types, meaning, key
features, objectives types of integration –
levels of curriculum integration – Models of
curriculum integration: Multidisciplinary inter-
disciplinary transdisciplinary and spiral
curricula – Coyle’s 4C’s of curriculum. –
Content and language integrated learning
approach in the classroom - National
Curriculum Framework (NCF-2005) -
Recognition of mother tongue.

UNIT - IV: THEORIES OF LANGUAGE
LEARNING
• Plato’s problem theory of language –
Cartesian theory of language production –
Locke’s theory of tabula raja – Skinner’s
imitation theory of language acquisition –
Chomsky’s universal grammar theory –
Schumann’s cultural theory – Kraghen’s
monitor theory – Piaget’s views on language
learning – Vygotsky’s cultural tools for
language learning.

UNIT - V: LANGUAGE RELATED ISSUES
• Bilingualism - Multilingualism - Challenges of
teaching language in multicultural classroom.
Linguistic interdependence and the educational
development of bilingual and multi-lingual
children - Nature of reading comprehension in
the content areas - Developing writing skills in
specific content areas. - Strategies for developing
oral language for promoting learning across the
subject areas - Reading in the content areas –
social sciences, science and mathematics.

Language

• Language is an
essential
element of
human society.
• It is a tool
conveying
identity of a
group i.e. its
traditions and
values.

Language has
the power to
link man’s past,
present and the
future.

Curriculum

Curriculum
• In education, a curriculum is broadly
defined as the totality of student
experiences that occur in the educational
process.
• Curriculum is the overall content, taught
in an educational system or a course.
Origin. Syllabus is a Greek term.
Curriculum is a Latin term.

• It emphasizes the language development is
the responsibility of all teachers across the
school and in all subjects.
• Each subject area also has its own specialised
vocabulary and different writing genres. e.g.,
report writing.

Language across the Curriculum
• It mainly implies that ‘attempts to develop a
language or communicative ability should
cross through all the subjects’.

LAC
• LAC is an approach to learning that focuses on
improving language proficiency in all subjects.
• LAC acknowledges that language education
does not only takes place in specific subjects
such as English or Tamil Lessons, but it takes
place each and every subject and across the
curriculum.

Meaning of Language
• Language is a symbol i.e form of
communication developed by man to express
his thoughts and ideas, feelings and wishes to
others.

Language
A language is a system of communication which
consists of a set of sounds and written symbols
which are used by the people of a particular
country or region for talking or writing.

• More than 7,100 languages are
spoken in the world today.

Languages in India
• As per the 8th schedule of Indian
constitution, there are 22 scheduled or
official languages that are given official
acknowledgement and support.

Definition of
Language
• The American linguists
Bernard Bloch and
George l. Trager
formulated the
following definition:
• “A language is a
system of arbitrary
vocal symbols by
means of which a
social group interacts.”
ஒரு ம ொழி என
் பது தன
்னிச்சசயொன குரல் குறியீடுகளின
் அச ப்பொகு ், இதன
்
மூல ் ஒரு சமூகக் குழு மதொடர்பு மகொள்கிறது.

Definition of Language
• Language is a structured system of sound
symbols used by man to express his ideas and
thoughts. If a language is complete with
grammar and literature, it is cherished as a
classical language.
- M.B.Nirmal

Concept of Language
• “ A language is a system of signs for encoding
and decoding information.”
• “Language refers to the cognitive ability that
enables human to learn and use systems of
complex communication”

Functions of language
• Language is a means of communication
• Transmission of culture
• It is a means of thought
• Diffusion of knowledge
• It unites people
• It is a means of cultural identity.
• Existence of society through cooperation

• Means of socialization
• Used to express our ideas
• Language is a skill subject
• Language is a system of symbols
• Governed by a particular set of rules
• Language is species specific and uniform.
Functions of language

Modern Mean of Communication

Diffusion of knowledge

Socialization

Cultural Identity

THINKING SKILLS

WHAT IS LANGUAGE ACROSS THE
CURRICULUM
• Language across the curriculum is a modern
approach to learning languages. According to
the LAC approach, language learning should
occur throughout the school hours in the
language classroom as well as another subject
classroom

Meaning of LAC
It refers to human communication of ideas, thoughts
and expressions, through vocal, written symbols and
signs consisting of the use of words in a structured way.

LAC APPROACH
It is a method in schools and college course that allow
students to apply their existing knowledge of a foreign
language outside of language learning class room.

Aim
• To support language development in children
• To support language development in all domains
of language use.
• To support language development in learning
activities in schools
• To support the use of language outside the
school also.
• To support understanding of the language in all
perspectives of life.

Needs
• To enhance knowledge and communicate.
• Need for a broad perspective that integrate
language and content learning.

Goals
• The goal of LAC is to improve four language
skills.
• Listening
• Speaking
• Reading and
• Writing

• To develop
children’s existing
mental and
linguistic capacities.
• To develop thinking
process.
• To assimilate new
concept largely
through language.
• The overall goal is
not just developing
cognitive, academic
and language
proficiency but
conceptual literacy.

Benefits
To students
• To get admission in foreign universities.
• Students can be effective in self learning.
• Open up career opportunity in another language.
• Collect different technical terms related to
different subjects.
• Helps to learn the content and expand the idea
more.
• Learn communication skill.

To teachers
• Improve their skills in foreign language.
• To teach the content in foreign language.
• To update their knowledge.
• To provide clear instruction in foreign
language.

क्या हम क्लास शुरू करें?
kya ham klaas shuroo karen?

Plurilingualism
• Plurilingualism is the ability of a person who
has competence in more than one language to
switch between multiple languages depending
on the situation for ease of communication.
• Plurilingual practice multiple languages and
are able to switch between them when
necessary without too much difficulty.

Plurilingualism
• It is the ability to use skills in a number
of different languages for effective
communication.

• A person who can speak four or more
languages is multilingual. Only three
percent of people around the world can
speak over four languages.
• Less than one percent of people worldwide
are proficient in many languages.
• If someone is fluent in more than five
languages, the person is called a polyglot.

How are you?
क्या हाल है
ನೀವು ಹೇಗಿದ್ದ ೀರಿ
എന്തൊന്െയുണ്ട്
మీరు ఎలా ఉన్నా రు

Need of Plurilingualism
• It is a reality for the students of International
Schools.

• Speaking another language is essential due to
globalisation.

Need of Plurilingualism
• It is beneficial for Cognitive development.

• Children have to start to learn at their early
ages to master two or more languages.

To brain development

To grow with two languages

Importance of Plurilingualism
• Culture
• Future employment

• Multilinguals have double ability to read and
write in different languages.
• They have access to broader range of
information that can widen their language.
• Having access to two different cultures
enriches a child’s education.
• To become a more cultured person.

Modes of Human Activities
Involving Language
There are eight modes of human
activities involving language learning.
They are
• Listening – Comprehending oral input
• Speaking – Constructing
• Reading _ Understanding written texts
• Writing – Producing written texts

Modes of Human Activities
Involving Language
• Viewing - Attending to visual signs
• Shaping – Using visual means of
expressions
• Watching – Attending physical
movements
• Moving – Using the whole body for
self-expression

Language Objectives
• Language Objectives are lesson objectives that
are specifically designed to promote student’s
language development through all four
language domains - LSRW.

Language Objectives
• Language objectives are statements that
describe how students will use language to
demonstrate their understanding of the class
content.

Language Objectives
• Language functions related to the topic.
• Vocabulary is essential.
• Language Learning Strategies. (Questioning,
Interaction, Making predictions)

• Grammatical and Language Structures
(Forms)
• - Adjectives, sentence structure, verb
conjugation and other aspects of grammar.
• Content Objective – Daily activities
• Language Objective – Regular and irregular
past verbs
• Literacy Skills – LSRW skills, Paraphrasing

Components of Language Objectives
• Functions – Uses and purposes of language
appropriate for the task and topic.
• Structure – Syntax, grammar, phrases and
expressions.
• Key Vocabulary – Words and phrases that are
important to the content and context.

Creating Effective Language
Objectives
• Language objectives are directly correlated to
content objectives.
• Decide what key vocabulary, concept words
and other academic terms. Eg. Eco Systems
• Consider the language function related to the
topic of the lesson. E.g. Describe, Explain,
compare, etc.

• Think about the language skills necessary for
students to accomplish the lesson’s objectives.
• Example: Reading a passage – Listening to a
peer – Reporting the observations
• Recognize grammar or language structures
that are common in content area.
• Example: Use the passive voice in science
subject.

• Consider the task that the students will
complete and the language that will be
embedded in those assignments.
• Explore the language learning strategies.

Sample Language Objectives
• Students will articulate the main idea and
details using target vocabulary.
• Students will describe a character’s emotions
using precise adjectives.
• Students will revise a paragraph using the
correct tenses.

Relating Language Objective to
Bloom’s Taxonomy
Bloom’s Taxonomy
Knowledge Define, list, label
Comprehension Describe, report, paraphrase and explain
Application Interpret, generalize
Analysis Compare, contrast, differentiate
Synthesis Synthesize information
Evaluation Evaluate, decide, predict

Relationship between Language and
Thinking
• Every human being is capable of thinking.
• Thinking process requires certain aids which
are called as tools of thinking.
• Language is considered as a tool of thought.

Five Main Tools of Thinking
• Images
• Concepts
• Language
• Symbols
• Brain

J.B.Watson’s Opinion
• No difference between language and thinking.
• Thinking and talking are the same.
• Thinking is self-talking.

Robert S. Woodworth
• Language and thinking are different.
• Thinking is independent.
• We do not talk literally
• ‘Talk to ourselves’.

Development of Conceptual Literacy
• Concepts
• Conceptual Learning
• Literacy

Concepts
• It is a process of representing a common
property of an object or event.
• According to Ross, concepts are patterns,
schemas, mental categories that enable us to
interpret the object of our thoughts.

Conceptual Learning
• It focuses more on understanding the
concepts and learning how to organise and
distribute date.
• It involves students participating in high
quality learning experiences.

• Literacy is the ability to read and write or the
ability to read, write, speak and listen.
Literacy

Dimensions of Literacy
• Cognitive
• Linguistic
• Sociocultural
• Developmental

Cognitive Dimension
• Activating connecting to background
knowledge
• Questioning
• Inferring
• Visualizing
• Summarizing and synthesizing information

Socio Cultural Dimension
• Think-pair-share
• Jig-Saw
• Role play
• Graphic organisers

Think-Pair-Share
• Think-pair-share (TPS) is a collaborative
learning strategy where students work together
to solve a problem or answer a question about
an assigned reading.
• This strategy requires students to (1) think
individually about a topic or answer to a
question; and (2) share ideas with classmates.

Think-Pair-ShareStrategy

Jig-Saw
• Jigsaw is a cooperative group activity in
which students are interdependent to
achieve a common goal.
• In part one, each group is provided a
different prompt. The group members
become experts on that prompt and create
a group response.

Role Play
• It is an activity, used especially in
teaching, in which a person acts a part.

Graphic Organiser
It is a pedagogical tool that uses visual symbols to express knowledge
and concepts through relationships between them.

Developing Conceptual Literacy
• Questions to consider Lesson Planning

Ways to promote Conceptual Thinking
• Using categorizing, naming and sorting
activities.

Ask students to make connections
• Concept thinking activities
• Ex. Specific concept explored in a unit
• Ask them to sit in a circle of four or five
students.
• Each has to represent a different concept.
• Finally to make connect all the concepts

Planning for Transfer
• Case study
• Debate

Basic Tenets of Language Across the
Curriculum
• Need to consider the general language ability
and understandings of language in different
subjects.

Curriculum
• Language develops mainly through its
purposeful use.
• Learning involves talking, writing, shaping and
moving.
• Learning often occurs through speaking or
writing as much as through shaping or
moving.

Curriculum
• Language use contributes to cognitive
development.
• Language is the medium for reflecting on
learning.
• Language learning is to promote autonomous
learners.

Principles of Language across the
Curriculum
• The LAC is based on some modern strategies
• Content Based Instruction (CBI)
• Content Integrated Language Learning (CILL)
• Skill Acquisition Concepts and
• Immersion Theory of Language Learning.

Principles of Language across the
Curriculum
• Natural language acquisition occurs in context.
• Content-based instruction provides a context
for meaningful communication.
• Second language acquisition increases with
content based language instruction.
• People do not learn languages but learn
languages by using content.

• Language can be acquired through continuous
practice, as it is a skill-subject.
• The immersion of a language with content
facilities more effective language acquisition.

Integration Across the Curriculum
• According to Bernstein (1971), an integrated
curriculum ‘refers minimally to the subordination of
previously insulated subjects or courses to some
relational idea, which blurs the boundaries between
the subjects”.
• He emphasised that integration means linking
insulated subjects around main topics, themes or
ideas.

• In order to accomplish any form of integration,
there must be some relational idea, a supra-
content concept, which focuses upon general
principles at a high level of abstraction.

• Benstein (1971) – Knowledge structure leads
to a change in pedagogic modality.
• Should employ new teaching and learning
methods that focus on how knowledge can be
created.

Curriculum Integration
• Curriculum integration supports democracy.
• “It engages student as active learners who
make the most of the decisions about what
they study” – Brown, 2016.

• “Students become teachers and teachers
become learners” – (Pate, 2013)
Curriculum Integration

• Curriculum Integration offers a way for
teachers and students to pose questions and
investigate issues that span different content
areas and disciplines while working to
transcend theses boundaries.

Aims of Curriculum Integration
• Integration is a more rational and human
approach to curricular planning.
• It strives to develop ‘whole’ personalities by
restoring some of the ‘wholeness to
knowledge’.

• Enquiry, research and discovery methods of
approach to be adopted by integrated studies.
• The main aim and most significant value of
integration is to prepare and qualify
youngsters to cope with the modern world.

• Learning by discovery.
• Regrouping the standard subjects.
• To relate school knowledge to pupils’ own
experiences.
• To enhance their enjoyment of learning.
• To adapt the everyday reality like life’s
problems and demands.

• An integrated curriculum is described as one
that connects different areas of study by
cutting across subject matter lines and
emphasizing unifying concepts.
• Integration focuses on making connections for
students, allowing them to engage in relevant,
meaningful activities that can be connected to
real life.

Types of Integrated Curriculum
• Connected
• Sequenced
• Shared
• Webbed

Personal Integration
• Personal integration requires students to feel
that fit in and develop a sense of belonging.
• It is best achieved by promoting widening
participation in a supportive learning
environment.

• Practical steps could involve providing
personalised support to students particularly
in the earliest stages of their course,
promoting a student’s positive identity and
nurturing self-belief.

Integration Across the Curriculum-
• Curriculum play an important role in
supporting personal integration.
• Inclusive curriculum – Personal context and
environment.
• Proactive choice of case studies, books and
use of personal experiences – Develops a
voice of students within a course.

• Assessment choices
• Care with language course work
• Co-development of activities and co-
development of assessment can all act to
develop a sense of belonging.

Integration Across the Curriculum-
Pedagogical Integration
• Structure of educational knowledge from
subject to topic based is associated with
changing teaching and learning methods.
• Chid-centred Education
• Pupil – More active
• Self-regulators.
• Teachers are supportive to integrated
curriculum planning and implementation.

‘What’ of Education

Teaching consists of ‘How’

Curriculum

Pedagogical Strategies
• Theoretical knowledge
• Practical or Procedural knowledge
• Self-regulative knowledge
• Socio-cultural knowledge

Important Objectives of Pedagogy of
Integration
• Making the sense of learning process
• Differentiating matters by relevance
• Applying the learning to practical situations
• Associating the learned materials.

LAC-I Unit with Syllabus.pptx

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