A teacher educator working on a course for future subject teachers which is quite similar to the one that you are involved in has organised a discussion with her students about their first six observations of real teaching in two different subject areas. The students have mentioned several aspects of the teaching that interested and surprised them.

• Some of the classes are very diverse and involve learners whose first languages are different from the language of schooling. 
• Also, some of those learners whose first language is the language of schooling seem to have difficulties in understanding instructions and expressing themselves.
• One or two of the teachers they have observed speak quite quickly most of the time. Others use complex language that some learners find hard to follow. Still others speak more slowly and repeat or rephrase questions, instructions etc.
• Some do not seem to respond to the language and communication problems of these learners but focus instead on the learners who do not have language problems. Other teachers spend time working with individuals who are having difficulty, but sometimes other learners get bored waiting. 
• Some of the concepts that teachers introduce and the materials they use are quite complex. It seems that learners in some classes who are unable immediately to understand these concepts and materials are expected to work things out for themselves between lessons, for example with the help of their parents or other learners.

The teacher educator decides to respond to the concerns of their in-service teachers by getting them to discuss and work out some criteria for language-sensitive teaching that could be used in their future observations, and in the planning of their teaching practice lessons.