As stated in Building block 1, we use the following definition of language-sensitive education: 

The term ‘language-sensitive education’ describes an inclusive approach to teaching any subject: teachers help their learners to deal with the language demands of learning tasks so that, whatever their language and/or social background, all learners can make the most of their education.

This definition, which you may want to adapt to your own needs and professional context, makes it clear that all teachers have a responsibility to take account of specific features of language in their teaching. These aspects might include the differences between everyday language and academic language and the higher language demands of their subject across the years of schooling, such as the need to gradually include more formal language and more specific terms in different learning situations (e.g. writing, reading, discussions, games, drama-based activities, presentations, peer-teaching, projects, etc.).

This Building Block focuses on the importance of paying attention to and incorporating language-sensitive teaching and learning in lesson observation assignments, microteaching assignments and in teaching practice in schools (practicum).