Language Across the Curriculum (LAC) is an approach to learning that focuses on improving

language proficiency in all subjects in order to enhance students’ learning and outcome. It aims
to develop language ability not only through language classes by the language teacher but in the
context of other subjects by other teachers also 1. The primary goals of LAC include:

1. Supporting language development in each and every child.

2. Improving four language skills: listening, speaking, reading, and writing.
3. Developing subject-specific concepts and genres.
4. Developing varied strategies for learning through language use.
5. Developing meta-perspective on knowledge.
6. Giving children feedback about their progress through appropriate assessment and
evaluation 2.

LAC emphasizes that language development is the responsibility of all teachers across the school
and in all subject areas. It involves a focus on the use of English in each subject, as each subject
area has both similar language to other areas and its own specific language usage and style. Each
subject area also has its own specialized vocabulary and different writing genres, e.g. Science
report writing is different from History report writing. Hence, the ‘Language across the
Curriculum’ (LAC) approach integrates language learning and content learning 13.

RELETIONSHIP OF LANGUAGE AND THOUGHT

The relationship between language and thought is a complex and debated topic in psychology
and philosophy. There are different perspectives on this matter. One perspective is that language
is a tool that reflects and communicates our thoughts and cognitive processes. Another
perspective is that language shapes our thoughts and influences our perception of the world. A
third perspective is that thoughts have a linguistic structure and are composed of mental
sentences12.
According to an article on Psychology Today, human consciousness is structured by “inner
speech” which makes it conceptual. Unlike other species, our human language capacity shapes
our inner thought processes in ways that we can begin to study and understand. Inner speech
differs from outer speech in being much more rapid, and far more fluid in meaning, than the
speech we use in conversation. Human consciousness is also influenced by the fact we interact
with the world around us through tools, and these change with each generation. The key to
understanding human consciousness is language, but that still leaves the question of how
consciousness manifests itself in the brain1.
Lev Vygotsky and Valentin Voloshinov, two philosophers of mind who worked in Russia in the
late 1920s and early 1930s, played an important role in understanding the relationship between
language and thought. Vygotsky believed that in children, “egocentric speech” - children’s
tendency to talk to themselves as they play - is the first stage in a child starting to organize their
actions using words, and subsequently, this form of speech becomes internalized as “inner
speech,” which structures our thoughts as adults. So by studying egocentric speech, it is possible
to gain insights into the particular character of inner speech. In contrast, Voloshinov sought to
understand inner speech by studying outer speech, and then extrapolating to the likely character
of the inner speech from which our outer speech originates in the brain1.
In conclusion, the relationship between language and thought is a complex and multifaceted one,
and there are different perspectives on this matter. However, it is clear that language plays a
crucial role in shaping our thoughts and cognitive processes, and that studying the relationship
between language and thought can help us better understand human consciousness1.

LANGUAGE AND EDUCATIONAL ATTAIMENT

If the language used in schools is the same as the learner’s mother tongue, then educational
achievement is greater 1. Studies show that almost 40% of children do not have access to an
education in a language they understand, and this is negatively affecting their learning 2. Children
learn best when the first language of instruction is their mother tongue 2. Results of learning
assessments show that when home and school languages differ, there is a negative impact on test
scores 2. According to an analysis of SACMEQ III data in 2010, there is a positive correlation
between speaking the language of instruction and pupil achievement, especially in
reading 2. Using the mother tongue in the classroom has been found to enhance classroom
participation, decrease attrition, and increase the likelihood of family and community
engagement in the child’s learning 2. In order to enhance their learning, students also need access
to inclusive and culturally relevant curriculum and learning materials in a language with which
they are familiar 2. Most research now concludes that learning achievement is enhanced when
children are taught in their mother tongue for at least the first six years of primary school before
the second language, the main language of instruction, is introduced 2. Bilingual and/or
multilingual education has been found to increase a student’s self-confidence and self-esteem 2.
1
: Common Tongue: The Impact of Language on Educational Outcomes 2: Language of
instruction | Unesco IIEP Learning Portal

demonstrate an understanding of the concept of interlanguage

Interlanguage is a term used to describe the linguistic system used by second- and foreign-
language learners who are in the process of learning a target language 1. It is a type of language
or linguistic system that reflects the learner’s evolving system of rules, and results from a variety
of processes, including the influence of the first language (‘transfer’), contrastive interference
from the target language, and the overgeneralization of newly encountered rules 1.
Interlanguage theory is generally credited to Larry Selinker, an American professor of applied
linguistics whose article “Interlanguage” appeared in the January 1972 issue of the journal
International Review of Applied Linguistics in Language Teaching 1. Interlanguage pragmatics is
the study of the ways non-native speakers acquire, comprehend, and use linguistic patterns or
speech acts in a second language 1.
It is important to note that the process of learning a second language is characteristically non-
linear and fragmentary, marked by a mixed landscape of rapid progression in certain areas but
slow movement, incubation, or even permanent stagnation in others 1. Such a process results in a
linguistic system known as ‘interlanguage,’ which, to varying degrees, approximates that of the
target language 1.

IDENTIFY AND EXPLAIN FUNCTIONS OF LANGUAGE IN THE CURRICULUM

Language plays a crucial role in education and curriculum. It is the vehicle of knowledge and
also transmission of culture. It helps the child in communication and self-expression. It also
enables the child to learn other subjects at school. Language across the curriculum (LAC) is an
approach that emphasizes the role of language in all subject-matter learning 1.
According to a research paper, language plays an integral role in comprehension and in
construction of new knowledge. Teachers can help to create ideal learning situations for learners
by integrating learning of various subjects. The present paper attempts to highlight the
importance of Language Across the Curriculum approach in the contemporary situation to
promote learning 2.
The same paper also highlights three important functions of a language:

1. Informative Function: Language is used to convey information and knowledge.

2. Expressive Function: Language is used to express emotions, feelings, and attitudes.
3. Directive Function: Language is used to direct or influence the behavior of others 2.

In summary, language is a fundamental tool for education and curriculum. It helps students to
learn and understand the content of various subjects, express themselves, and communicate with
others. Language Across the Curriculum approach is an effective way to promote learning and
enhance students’ language proficiency 12.

DESCRIBE THE VARIOUS MODELS CURRENTLY IN USE IN THE TEACHING OF

LANGUAGE ACROSS THE CURRICULUM

Sure, I can help you with that. The use of languages across the curriculum is a topic of interest in
the field of education. According to a chapter published in SpringerLink, languages have been
structured into everyday teaching and learning across the curriculum in different contexts. The
chapter discusses ways in which languages have been incorporated into lessons taught in a
majority language, and also provides some background on how bilingual education and the
education of (emergent) bi/multilinguals has been conceptualised in relation to language use, and
also discusses language-related pedagogies 1.
The South African Department of Basic Education has published a strategy for teaching English
across the curriculum. The strategy outlines model approaches, processes, strategies, and
activities of the different language skills to enable learners to develop 2.