LANGUAGE AS A MEDIUM OF INSTRUCTION OF OTHER SUBJECTS
LA LANGUE COMME MOYEN D’ENSEIGNEMENT DANS LES AUTRES
DISCIPLINES
End of level ISCED 1 – End of primary - Fin du niveau CITE 1 - Fin du primaire
CODE Questions / Issues
1. The curricula recognise explicitly that the language dimension is essential to the teaching of subject
content - Les curricula des autres disciplines reconnaissent de façon explicite la dimension langagière comme
indispensable à l’enseignement des contenus disciplinaires
001
Five basic skills are described for all subject curricula in Norway. They are: being able to express oneself
orally and in writing, being able to read, being able to do mathematics and being able to use digital tools.
Example from Social science currilulum:
Basic skills are integrated in the competence aims where they contribute to development of the competence
in the subject, while also being part of this competence. In the social studies subject the basic skills are
understood as follows:
Being able to express oneself orally and in writing in social studies means telling other about events in the
past and the present, explaining about places and facts and applying definitions, concepts and terms to
explain causes and effects in connection with society and culture. It also means being able to present one's
own work clearly and comprehensibly to others, and being able to discuss one's own presentations as well as
those of others. The ability to express oneself orally and in writing means being able to reflect on the content
of meaning in texts, images, film and artefacts, and being able to compare, argue and discuss the value of
information and sources, and in hypotheses and models.
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Being able to read in social studies means to read, examine, interpret and reflect on factual prose texts and
fiction containing increasing levels of difficulty in order to experience contact with other periods, places and
people. Being able to read also means processing and using varied information from images, film, drawings,
graphs, tables, globes and maps. To understand and participate actively in the society we live in, it is also
necessary to be able to read and collect information from reference books, newspapers and the internet, and
to assess this information critically.
At the end of ISCED 1 the pupil should be able to e.g.
- describe simple dependencies from daily life
- solve simple practical word problems
- name several regional figures and cultural or historical monuments and major events in the region;
interpret legends or myths associated with the place where they live
- set up a simple experiment, plan and justify the procedure, evaluate and explain the outputs of the
experiment
- formulate and express his/her ideas and opinions in a logical sequence
- understand various types of texts and records, graphic materials...
Une réponse positive à cette question peut être inférée à partir du programme de langue française (cf. parties
en bordeaux dans les tableaux 2.1.1. et 2.2.1.
Mathematics:
One of the general aims of mathematical curriculum are:
* learners must be able to communicate their ideas and interpret the ideas of others;
* learners must be able to justify their reasoning and elaborate their conclusions.
Geography:
In Portuguese curricula we can see that students should use the Portuguese language correctly in order to
communicate in a suitable manner and to structure his/her thinking.
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At the introduction of each subject there is a comment about how this particular subject contributes to the
development of the Communicative competence. As an example:
Arts
“The skill of linguistic communication is built up, as in all areas, through the wealth of communicative
exchanges, use of the rules that govern them, explanations of the processes that are developed, and the
specific vocabulary that the subject provides. Specifically, songs or simple dramatisations are an effective
vehicle for the acquisition of new vocabulary and to develop capacities related to speech, such as breathing,
diction and articulation. This linguistic competence develops, likewise, in the description of working processes,
in the argumentation of given solutions, or in the appraisal of artistic work.”
Physical education
“Physical education also contributes, as does all learning, to the acquisition of linguistic competence, by
providing a wide variety of communicative exchanges, the use of the rules which govern them and of the
specific vocabulary relating to the subject.”
Maths
“To foster linguistic competence, maths should emphasise two aspects: on the one hand, the inclusion of the
essential part of mathematical language into habitual language and its use with precision; on the other, there
should be an emphasis on the contents associated with the verbal description of reasoning and of
procedures. The aim is both to facilitate expression and encourage students to listen to the explanations of
others. This will develop understanding, a critical turn of mind and improve communication skills.”
Environmental, social and cultural studies
“The amount of information presented in this subject singles out the existing relation between Data processing
and digital competence and linguistic competence. Apart from the contribution of the subject to expanding the
range of specific vocabulary, to the extent that importance is given to aspects such as clarity of explanations,
precision in the use of terms, structuring of discourse, synthesis, this competence will be developed. In this
subject students will necessarily be exposed to informative, explanatory, and argumentative texts which
require specific attention to contribute to this competence.”
All subject teachers specialists are also language teachers. Language plays a major role in understanding
subject content
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3. The curricula recognise explicitly that communication, interaction and negotiation between all those
concerned in the classroom are essential to the teaching of subject content - Les curricula des autres disciplines
reconnaissent de façon explicite la dimension de la communication, de l’interaction et de la négociation entre les
divers acteurs dans la classe comme indispensable à l’enseignement / apprentissage des contenus disciplinaires
001
- plan and implement a dinner party in cooperation with others in connection with a holiday or another
celebration (Food and Health)
- design and practise rules for interacting with others and participate in making democratic decisions in the
school community (social science)
- provide examples of different expectations placed on boys and girls and discuss and elaborate how these
expectations may be experienced (social science)
002
At the end of ISCED 1 the pupil should be able to e.g.
- use his/her acquired communication skills to form relations necessary for full-fledged coexistence and
quality cooperation with others.
- cooperate effectively in a group; participates  along with the teachers  in establishing the rules of
teamwork; affect positively the quality of collaborative work by recognising or accepting a new role in
work activities;
- contribute to a discussion within a small group as well as to an open debate of the entire class;
- understand the need to cooperate effectively with others when addressing an assigned task; appreciate
the experience of others; respect different viewpoints and draw lessons from what other people think, say
and do.
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Une réponse positive à cette question peut être inférée à partir du programme de langue française (cf. parties
en bordeaux dans les tableaux 2.1.1. et 2.2.1.
004
Mathematics:
One of the transversal processes of Mathematical curriculum is the mathematical communication:
“Mathematical communication involves the oral and written parts, including the progressive field of the
symbolic language of mathematics. The learner should be able to express their ideas, but also to interpret and
understand the ideas that are presented and to participate constructively in discussions about ideas,
processes and mathematical results. The oral communication takes place both in situations of discussion in
the class at work in small groups, and written records, in particular as regards the preparation of reports
associated with the completion of tasks and short texts on mathematical issues, promote written
communication.” (p. 8, Mathematics Program for Basic Education, 2007)
Geography:
In general competences of Portuguese curricula, we can see that students should be able to adopt strategies
appropriate to problem solving and decision making.
005
See above
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A good command of expression in all its forms is fundamental to learning
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En mathématiques : Résolution de problèmes
- décrire oralement ses propres démarches de résolution et les comparer avec les démarches
développées par d’autres élèves ;
- formuler par écrit des exercices à partir d’une opération arithmétique.
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5. The curricula emphasise the key role of language in the cognitive processes of discovery, exploration and
the formulation of hypotheses for the purposes of learning subject content - Les curricula des autres disciplines
soulignent la fonction centrale de la langue dans les processus cognitifs de découverte, d’exploration, de formulation
d’hypothèses… pour l’apprentissage des contenus disciplinaires
001
- study, visualise and present how simple artefacts have taken shape, from the idea stage to the finished
product (art and crafts)
- recognise historical remnants in his or her own local environment and examine local collections,
monuments and artefacts (social science)
- participate in discussions on characteristics of some musical genres (music)
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At the end of ISCED 1 the pupil should be able to e.g.
- find information useful for solving the problem
- understand art and culture in their interconnectedness as indispensable parts of human existence;
cultivate his/her own expressions and needs
--Mathematics:
Ín investigative and exploratory tasks, learners explore an open-ended situation, looking for regularities,
making and testing conjectures, discussing, communicating orally writing down conclusions.
Geography:
In Portuguese/geography curricula students should be able to interpret, analyse and identify problems of
interaction between physical and human phenomena, formulate conclusions and present them in simple
written or oral descriptions or by audiovisual means
Environmental, social and cultural studies
Present reports (on paper or in digital format) about problems or simple situations. Collect information from
different sources (directly, books, the Internet). Establish a work plan and express conclusions
Language and communication support understanding and allow student’s reflection and expression
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7. The curricula include school- and non-school-based discursive and textual genres (for example, in the case
of history, school textbooks, reports, maps, diagrams, teacher discourse, discussions and historical films) in
the teaching of subject content. - Les curricula des autres disciplines indiquent les genres discursifs et textuels,
scolaires ou non (par ex. pour l’histoire, textes du manuel, reportages, cartes, schémas, discours de l’enseignant,
débats, films historiques etc.) à utiliser dans l’enseignement des contenus disciplinaires
001
- look up facts in printed and digital media, sort the content into categories and produce publishable
material (social science)
- use pictures, film and other sources to tell others about important landscapes and terrain formations in
Norway (social science)
- recognise and compare load-carrying structures in various buildings in the local neighbourhood (natural
science)
002
At the end of ISCED 1 the pupil should be able to e.g.
- understand various types of texts and records, graphic materials, commonly used gestures, sounds and
other information and communication means, reflect on them, react to them and use them creatively for
his/her development and active engagement in social events;
- develop particularly the ability to find and process the necessary information quickly by means of the
internet and other digital media, search for information on web portals, in libraries and in databases
003
Une réponse positive à cette question peut être inférée à partir du programme de langue française (cf. parties
en bordeaux dans les tableaux 2.1.1. et 2.2.1.
004
Geography:
In geography curricula students should be able to observe photographs, sketches, drawings, pictures or other
images to identify the physical and human features of represented landscapes. They should be able to read
graphs, maps and different sources.
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- Recognise and explain (through data collection and use of measuring instruments) the relationships
between some factors of the natural environment (relief, soil, climate, vegetation etc) and people’s ways
of living and actions. Appreciate the adoption of respectful attitudes towards ecological balance.
- Search, select and organize information on artistic expressions from the students’ own cultural heritage
and from other cultures, on events, creators and professionals related to the plastic arts and music.
006
The curriculum stresses the fundamental importance of communication, verbal and non-verbal, in realizing the
aims of the subjects.
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Types de Texte (d’une certaine longueur en langage standard):
- Textes littéraires (littérature de jeunesse, univers de fiction, univers de fiction vraisemblable, paroles
d’une chanson…)
- Textes scolaires (Explication, résumé, fait, problème, liste, schémas, tableaux,
- Textes argumentatifs (critiques, lettre d’opinion
- Textes informatifs (documentation, témoignage, reportage, biographie, récit historique, fait divers…)
- Textes instructifs (marche à suivre d’un bricolage, chartes, règlement…)
- Textes explicatifs (schéma, diagramme…)
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9. The curricula refer explicitly to the social uses of discursive and textual genres that characterise particular
subjects, that is the social circumstances in which these genres are used, for example, in the case of history,
political discourse, articles in the press, films, documentaries and debates. - Les curricula des autres disciplines
font référence explicite aux usages sociaux des genres discursifs et textuels caractéristiques des disciplines (c’est-àdire aux situations de la vie sociale où ces genres sont utilisés : par exemple, pour l’histoire, discours politiques, articles
dans la presse, films, documentaires, débats…)
001
- collect and systematise data and present the results with and without digital aids (natural science)
- design and practise rules for interacting with others and participate in making democratic decisions in the
school community (social science)
002
At the end of ISCED 1 the pupil should be able to e.g.
- analyse problems and planning solutions, choose the proper approach to resolving a problem, evaluate
results for correctness with a view towards the nature of the task or problem (educational area
Mathematics and Its Applications)
- read timelines and historical maps, order the main historical periods in chronological order
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Geography:
In geography curricula students should be discuss geographical aspects of places/regions/issues under study
by using secondary resources (TV programmes, video films, articles of news, books and encyclopaedias.
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- Observe and record any process associated with life of living beings. Oral and written communication of
the results.
- Express the process followed and the strategy used in measuring and estimations orally and in writing.
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Language and communication support understanding and allow student’s reflection and expression
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--11. The curricula specify the study skills useful for learning subject content, for example taking notes of oral
presentations, reading and understanding subject textbooks, summarising texts or reworking information. Les curricula des autres disciplines définissent les habiletés d’étude utiles à l’apprentissage des contenus
disciplinaires (par exemple, prendre des notes à partir d’un exposé oral, lire et comprendre le manuel de la discipline,
résumer un texte, réélaborer des informations, …)
001
- observe and note what happens with a tree or another perennial plant over time (natural science)
- look up facts in printed and digital media, sort the content into categories and produce publishable
material (natural science)
- comply with simple rules for privacy protection when using the internet (natural science)
- look up facts in printed and digital media, sort the content into categories and produce publishable
material (social science)
002
At the end of ISCED 1 the pupil should be able to e.g.
- seek and classify information, and having understood, interlinked and systematised it, use it effectively
within the learning process, in creative activities and real life
- work according to verbal instructions and models (educational area Man and the World of Work)
- conduct observations of nature; record and evaluate the results of their observations
003
Une réponse positive à cette question peut être inférée à partir du programme de langue française (cf. parties
en bordeaux dans les tableaux 2.1.1. et 2.2.1.
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Understand texts in the school environment, on paper or in digital format, for learning or for information both
teaching materials and everyday texts (informative or publicity leaflets, press, programmes, literary excerpts).
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The generic tools for learning are applicable to all areas of study in addition to those that are subject-specific
skills
007
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13. The curricula ask learners to take account not only of verbal language but also of symbolic and semiotic
systems and forms of conceptual representation pertaining to specific subjects, such as diagrams,
chronological friezes, cross tabulations, drawings and maps. Les curricula des autres disciplines invitent à prendre
en compte, en plus du langage verbal, les autres systèmes symboliques et sémiotiques et les moyens de
représentation conceptuelle propres à la discipline (par ex. diagrammes, frises chronologiques graphiques, tableaux
à double entrée, dessins, cartes etc)
001
- present historical topics using written text, drawings, images, film, models and digital tools (social
science)
- name and indicate the place they (pupils) come from, their home municipality, home county and country
using drawings, maps or models (mother tongue for)
002
At the end of ISCED 1 the pupil should be able to e.g.
- understand various types of texts and records, graphic materials, commonly used gestures, sounds and
other information and communication means,
- develop abilities to express himself/herself non-verbally through tone and sound, line, point, shape,
colour, gesture, facial expression, etc.
- utilise visual-representation and symbol systems, which are an irreplaceable tool when learning about
human existence
- distinguish between sketches, plans and basic types of maps
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Mathematics:
The Mathematics Program for Basic Education refer that learner should be able represent mathematical
information and ideas in various ways, using pictorial, graphic and symbolic representation, tables and
diagrams.
Geography:
In geography curricula students should be able to use graphical and cartographical techniques in order to
understand and explain the distribution of geographical phenomena. The students must select and use
graphic techniques appropriately, read geographic data in graphs (linear and histograms) and tables with
statistical data
005
- Analyse and evaluate the communicative intention of images in the media and information and
communication technologies.
- Use written and visual documents to obtain historical information and produce different assignments
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The generic tools for learning are applicable to all areas of study in addition to those that are subject-specific
skills
007
En Mathématiques :
- représenter les ordres de grandeur des unités de mesure usuelles dans la vie courante
- faire la modélisation mathématique de situations concrètes, identifier dans l’énoncé d’un problème les
informations pertinentes et les étapes à franchir
- représenter à l’aide d’une illustration le cheminement vers la solution et communiquer le résultat par écrit
15. The curricula explicitly include other aspects of language as a medium of instruction of other subjects not
covered here. - D’autres dimensions de la langue comme moyen d’enseignement d’autres disciplines non prises en
compte ici figurent explicitement dans les curricula.
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Geography: In geography curricula students should be able to use geographical vocabulary in oral and written
descriptions of places, regions and distribution of geographical phenomena; to use fieldwork techniques and
instruments to register geographical information and to analyse and to reflect upon possible solutions using
geographical resources, techniques and knowledge.
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See question 2
16. If you have circled 1 or 2, please specify - Précisez le cas échéant lesquelles
CODE
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Commentaires éventuels –Any comments
A thorough analysis to check each subject curriculum for questions 3 – 16 would have been too time-
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consuming and apart from question 1, the answers relate to certain given subjects.
The distinction between question 7. and 9. are perhaps too fine for practical purposes.
An amendmend has been made to the original statement and items 2 – 3 are based on this.
Not sure what is implied by this question. Does it imply an explicit cross-languagecurricular approach,
or maximizing the learner’s potential in each language subject?
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