Language Across the Curriculum (LAC) - 404 Page not found

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Application to educational standards • Subject-specific communication has been accepted and incorporated into the compepetence model of many subjects (particular-ly the sciences, geography, history) • In Germany, Biology and Chemistry are in the process of spelling out how they understand „Fachkommunikation“, how to teach + test it. • Cooperation between linguists, language teachers and subject teachers 14
7. „Bilingual“ Education / Content and Language Integrated Learning (CLIL) • Broad label for many different initiatives/types • Functions: Transitory, Maintenance, Enrichment • From Kindergarten to higher education • Use of another language (than LE/L1) for instruction (L2, for migrants kids L3) • The focus is on content, topic, subject-matter and language as a tool (instead of form) • Special forms: Immersion, dual lang. educat. 15
Page 1 and 2: Language Across the Curriculum (LAC
Page 3 and 4: 1. Origins of the LAC concept • O
Page 5 and 6: 3. Language and Thinking • Langua
Page 7 and 8: 5. The Basic Tenets of LAC • 1. L
Page 9 and 10: Some Language Competencies in L1
Page 11 and 12: Language for specific purposes •
Page 13: Mediation competence • Mediation=
Page 17 and 18: Goals of Bilingual Education • In
Page 19 and 20: Data from LAC/CLIL research • Exa
Page 21 and 22: Learner‘s answer to a task on the
Page 23 and 24: 8. LAC Extended: An Integrated Appr
Page 25 and 26: Language Education as a whole • N
Page 27 and 28: Some Core Competencies • „Knowl
Page 29 and 30: A. Issues for Research Involved •
Page 31 and 32: C. Issues for Teaching Involved •
Page 33 and 34: Perspectives (1) • 1. Identifying
Page 35: THANK YOU! 35

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