LAC approach

Mrs.K.Deepa
Assistant Professor
ADU

An LAC approach is one that integrates language
learning and content learning
Language Across Curriculum is a modern concept that
a foreign or second language should be taught out of
the traditional language classroom by using contextual
and content based language teaching methodologies
throughout the school hours
Hence it demands that language learning should
occur in language classroom as well as other subject
classrooms

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.
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.

For the school
To ensure that there is an
organizational structure in the
school which helps to formulate
and implement language policy
across the curriculum.
This enables teachers to
contribute and get support in
dealing with language in learning
issues as well as to work for a
common target.

For the teacher
To use the language to
teach more effectively
and help students
learn more effectively

For the
students
To minimise the
problems of
adjusting to the new
medium of
instruction and to
learn the subject
content better

The introduction of Language Across
Curriculum is based on some modern
studies and findings:
Content Based Instruction (CBI),
Content Integrated Language Learning
(CILL),
Skill Acquisition Concepts and the
Immersion Theory of Language
Learning.
Some other cognitive theories also can
be regarded the principles behind this
curriculum.
CBI and CILL are two almost same
movements in language learning in
America and England

 Natural language acquisition occurs in
context; natural language is never learned
divorced from meaning, and content-
based instruction provides a context for
meaningful communication.
 Second language acquisition increases
with content-based language instruction.
 People do not learn languages and then
use them, but learn languages by using
them.
 language can be acquired through
continuous practice, as it is a skill subject
 The immersion of language with content
facilitates more effective language
acquisition

 It is a fact that a majority of students are writing their
assignments by copying from reference books or online
articles so that it becomes the Xerox copies.
 A huge majority of the students are not able to indulge in
self-study because they lack skill in using English
language.
 The present globalized world offers thousands of
courses all over the world, but our students are not able
to get admitted in foreign universities only because they
keep deficiency in using the foreign language.
 It is a shocking fact that the students are not able to
speak or write their own sentences in foreign language
even after completing graduation and post-graduation
with high grades.
 A large number of students are not able to handle the
modern technology, as they haven’t got commanding
power in English Language.

 A major part of the research scholars are committing
plagiarism for writing their theses on account of the
deficiency in English Language.
 The real causes behind such a pathetic condition are
nothing else but the teachers and the educational
system.
 Schools often keep a time table in which only one or two
hours are allotted for language learning, and other
subjects are taught in mother tongue or in faulty foreign
language.
 A huge majority of the teachers at present are struggling
when using the foreign language.
 They are practicing adjustment teaching in classroom, as
they are not able to elaborate points in foreign language.
 Students often tend to follow the wrong model of the
teachers in using foreign language for communication.
 Most of the teachers are not able to make use of modern
technology, because they lack commanding power in
foreign language.

The teachers are not able to give clear
instructions in foreign language.
They do not encourage clarification of
doubts by students, as they are not
confident enough to have ‘on the spot
conversation’ in foreign language.
They are not able to manage group
activities effectively, as they lack
communication skill in foreign
language.
Most of the teachers are providing
market notes to students, because of
this deficiency.

A large number of the teachers do not know
how to praise students in foreign language.
All the above mentioned factors show that the
educational system is in need of a more
dynamic and realistic approach in language
teaching, which can offer an opportunity for
the students for acquiring a faultless and
effective foreign language through continuous
and systematic practicing hours at school.
The search for such a more effective
methodology has so far resulted in the
emergence of a new concept called ‘Language
Across Curriculum’.

Teaching English through Maths
or another subject can help your
students stay motivated when
learning the language
The benefits of each lesson can
effectively be doubled, as two
subjects are being learnt
simultaneously
The learners interested in Maths
will be keener to acquire the
language necessary to gain a
further understanding of the
subject

Maths uses English in its own specific way
A tip is to pay extra attention to words,
such as enlarge, expand, or stretch, which
in mathematical context have important
differences in meaning, despite having
similar meanings in general English
Other terms, such as evaluate, have a
totally different meaning to when they are
used in common English
Ensure you introduce your students to the
functional language, the subject-specific
vocabulary, they will need to understand
the mathematical topic before proceeding
further

Math is looked at as being universal, a
language unto itself, that is understood
and taught in all countries in almost the
same style.
Most elementary school kids
understand what 3 + 4 = represents.
By using Math and the concepts that
the ELL student already understands,
we can enhance the English language
recognition and retention.
This will benefit not only the English
teacher, but also better the student’s
understanding of the language and
improve any standardized test scores.

Approaches
Use of cognates
Practice of translating English
phrases into Mathematical
expressions and equations
Practice of translating
Mathematical expressions and
equations into English phrases
Breaking down Mathematical
word problems and solving them

Cognates
 Sum
 divide
 Minus
 equal
 Multiply
 total
 Perimeter
 area
 Diameter
 Cube
 Horizontal
 Vertical
 Velocity
 Distance
 Circumference

TRANSLATIONS
+
Add
Sum
Total
Greater than
Increase
Deposit
Increment
More than
Grow
Accumulate
Plus
Larger
-
Subtract
Minus
Difference
Less than
Decrease
Withdrawal
Diminish
Narrow
Fewer
Smaller
Shorter
Take away
x
Multiply
Times
Product
By
Double
Square
Half
Triple
Quadruple
Dual
Binary
Twice
÷
Divide
Into
Quotient
Half
Share
Split
Partition
Segregate
Take apart
Divided by
Break up
Separate
=
Equals
Same as
Is
Results in
As good as
Comparable
with
Equivalent to
Special words:
From
Than
Into

Translating English to Math
 Find the sum of two and five.
2 + 5
 Five less than an unknown number.
n – 5
 Ten more than twice x.
2x + 10
Translating Math to English
x – 3
 A number x minus three.
 The difference of an unknown number and three Take
away three from an unknown number Three less than an
unknown number.
 Three subtracted from an unknown number An unknown
number decreased by three.

The sum of a number and five is
twenty. Find the number.
If five times a number is decreased
by two, the difference is twenty
eight. Find the number.
The length of a rectangle is three
times the width. If the length is 16
feet, what is the width?
The length of a rectangle is three
times the width. If the perimeter
is 20 feet, what is the width?

You are a science teacher not an English
teacher.
You aren’t expected to teach English but
being aware of the main challenges when
teaching and learning science through
English as a second language, means that
you are equipped to help your learners
reduce or remove the language barrier.
When you teach science in English,
planning is key!
When you are planning, ask yourself:
- What science topic am I covering?
- What English words and structures will
my learners need to use?

Why to Use Science
It’s simple: When you teach students
content, especially content that they’re
already familiar with, they have a leg up
on the lesson.
 They can focus on the language you’re using
because they already know the information
you’re presenting
Because they already have the
information established in their brains,
they will be able to link the specific
language that you use to that brain area.
 And those naturally occurring connections in the
brain mean your students are moving beyond
language learning into language acquisition

5 Elements of Successful ESL Science
Lessons
Engage
Motivate
Question
Sharing ideas
Explore
Experimenting
Writing
Sharing
Explain
Technical
Vocabulary
Observe
Elaborate
Compare
Contrast
Synthesis
Evaluate
Language
Scientific
knowledge
Performance

For Elementary Students
 Planting either flowers or vegetables is a good way to review
present and future tenses with your students. As a class,
plant individual gardens.
 Demonstrate for your students how you fill the spots with
seed starting soil, dig small holes for the seeds, put the seeds
in the holes, cover them with soil again and water them.
 Then leave them by the window to sprout.
 As you demonstrate planting the seeds, narrate your actions
using the present progressive or the simple present.
 I am filling the spots with soil.
 I am digging holes for the seeds.
 I am planting the seeds.
 I am covering them with soil.
 Allow your students to plant their seeds choosing from a
selection you provide.
 Put them in pairs while they plant so they can narrate to each
other what they are doing practicing using the present
progressive tense.

For Older Students
 A very helpful tool for ESL students is
understanding word roots.
 Scientific words have many common roots.
 Take some time during a science lesson to break
down some scientific vocabulary into roots and
explain their meanings, and review with students
how you can use these roots to decipher words.
 You can teach roots like herb (plant), cide (kill),
extro (outside), fract (break) and re (back, again).
 Then give them words that use these roots and see
if they can determine the meaning.
 You can give them words
like herbicide, exoskeleton and refract.
 Then choose your experiments based on the area
of science your chosen words fall into.
 You can do an experiment with various plants and
see how they react to herbicide.

Vocabulary
astronomy. astrophysics. atom.
beaker. biochemistry. biology. botany.
Bunsen burner. burette.
cell. chemical. chemistry. climate.
climatologist. control. ...
data. datum.
electricity. electrochemist. element.
energy. entomology. evolution. ...
fact. flask. fossil. funnel.
genetics. geology. geophysics.
glassware. graduated cylinder. ...
herpetology. hypothesis

 Air is a mixture of gases that surrounds our planet earth
– Singular & Plural
 Plants in turn use carbon di oxide for photosynthesis
and release oxygen into the atmosphere – Preposition
 The name oxygen comes from the Greek word
‘oxygenes’ which means ‘acid producer’ – Root word
 ‹It is a poor conductor of heat and electricity –
Adjective
 Nitrogen is neither combustible nor a supporter of
combustion – Negative sense grammar
 • Neutron is a neutral particle, that is, it carries no
charge – Additional information
 Muscles can pull bones, but they can't push them back
to the original position. So they work in pairs of flexors
and extensors – Sentence connector

History teacher and English language
teacher have a strong relationship
History subject is full of life and culture
as the language do
Language and literature are
inseparable like-wise history and
literature are…
History deals with past, present and
future – In English grammar Tenses are
very vital
Social science is very rich in vocabulary
most of which is common among
English & SST

Harappa, civilization, ancient,
Buddhist, community, medieval,
sculpture, handicraft, utensils, metals,
industries, employment, world war,
mining, consumer….
Migration, Latitude, Longitude,
Topographical maps, Political maps,
Scale, Distribution, Meteorology,
Climate…
Anthropology, autism, article,
secularism, diversity, equality,
constitution, discrimination,
prohibition, freedom, fraternity,
patronage, democracy, liberty….

 Teachers had complete autonomy in all aspects from
selection of students to designing their syllabi -
Tense
 Nalanda was one of the oldest universities of the
world – Degrees of comparison
 UNESCO declared the ruins of Nalanda Mahavihara a
world heritage site – Abbreviation
 The new Nalanda University is envisaged as a centre
of inter-civilisational dialogue – Hyphenated word
 In the later medieval era, the British came to India
and introduced English education – Clause & Main
sentence
 Besides, religion, society and culture, education in
medieval India also experienced a new perspective –
Sentence connector
 Two German Bishops, named Ziegenbalg and
Plustscham, started schools and a training college for
teachers in Travancore – Proper noun/Punctuation

He said, “I am Suresh, coming from the
Village called Pudupatti, it is five kilometres
away from the school” – Direct & Indirect
speech
One of the most important aspects of social
science is “Human Migration” –
Punctuation/Sentence formation
Egypt, Greece and India gave rise to
agrarian communities which eventually
formed the urban communities and urban
centres – Adverb
The term secularism is derived from the
Latin word 'saeculum' meaning ‘an age’ or
‘the spirit of an age’ – Etimology
It creates fraternity of the Indian people
and… New vocabulary

There should be a team work
 Both the language teachers and the other subject
teachers have vital role in the effective practicing
of such a dynamic programme in school.
 The language Teachers teach general vocabulary
while the subject teachers teach the vocabulary
or terms related to the concerned subject.
 The language teachers teach the structural
elements in the foreign language while the
subject teachers make them make use of such
structures when speaking or writing some
content in the subject classroom.
 The language teacher teaches different suffixes
and prefixes and the subject teacher would make
them use such items with some subject related
terms. For example, a social teacher makes the
students use the suffix ‘ism’ in the terms like
‘socialism’, ‘Communism’, ‘capitalism’ etc.

 More over there should be a mutual understanding and
respect with both the language teacher and subject
teacher. They should contact each other that the
language teacher should give guidelines to the subject
teacher, and the subject teacher should clarify the
doubts by consulting the language teacher.
 As Language Across Curriculum offers a more realistic
and functional learning of foreign language, it helps
students become effective user of the language in day to
day communication as well as in academic and
professional aspects of communication.
 Being an effective user of foreign language is an
advantage in any field of life. It helps the students to
write their own assignments and projects.
 They can indulge in self-study by having enormous
reading and browsing online, if got ability to handle
foreign language properly.
 It helps them make use of information technology for
useful development. It assists research scholars in writing
the theses in original language.
 It helps teachers handle classes with beautiful and
meaningful sentences. Teachers can update their
knowledge and develop their skills.

 It also helps them make use of technologies in
teaching so that to make the classes more interesting.
 Globalization has caused for tremendous changes in all
the fields of life. It has enhanced the importance of
foreign language acquisition.
 Globalization has created so many job opportunities
for today’s youth .A youngster from India can gain a
job in Europe or America or any other country in the
world, if he has got a commanding power in English
language.
 The new trends like call centres and tourism have
opened vast world opportunity for those who are
fluent in English Language.
 It also opens a vast world of educational opportunities
for students who can be admitted in foreign
universities, if able to communicate in English
Language efficiently and effectively.
 In short, Language Across Curriculum facilitates a more
flexible and authentic foreign language acquisition.

 https://physicscatalyst.com/graduation/language-across-
curriculum-approach/
 http://www.bdu.ac.in/cde/docs/ebooks/B-
Ed/I/LANGUAGE%20ACROSS%20THE%20CURRICULUM.pdf
 https://www.slideshare.net/mehfilhathi/language-across-
curriculum-meaning-definition-and-principles
 https://universitas.com.pl/media/File/Fragmenty/TOWARDS/
mart_2-3.pdf
 https://www.fluentu.com/blog/educator-english/esl-science-
lesson/
 https://busyteacher.org/6094-how-to-use-science-to-teach-
esl-concepts.html
 https://www.cambridge.org/us/education/blog/unlocking-
science-english-language-learners
 https://busyteacher.org/6094-how-to-use-science-to-teach-
esl-concepts.html
 https://www.fluentu.com/blog/educator-english/esl-science-
lesson/

LAC approach

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