Commentary 

One topical way into thinking about language-sensitive education is to resort to artificial intelligence. Here is a response from Chat GPT:

“Within the educational context, language sensitivity refers to creating an inclusive and supportive learning environment that respects the linguistic and cultural diversity of students. It involves recognizing that students come from different linguistic backgrounds and may have varying levels of proficiency in the language of instruction. Language sensitivity in education requires educators to be aware of the potential language barriers that students may face, and to make appropriate accommodations and adjustments to support their learning. This can include providing bilingual or multilingual resources, using inclusive language that avoids stereotypes and bias, and acknowledging and respecting the cultural backgrounds and perspectives of all students."

(Chat GPT March 8 2023 as answer to the question “What is language-sensitive education and why is it important?”).

This is perhaps the way you think of language sensitivity because in your context diversity of language backgrounds in classrooms is an important consideration. But it is not only learners with different language backgrounds that face ‘language barriers’: as the second paragraph implies, every learner is different, and many may encounter language challenges of one kind or another. Effective language-sensitive teaching helps them to address these challenges.

Commentary   

As mentioned, the aspects listed in task b) above can all be seen as examples of different kinds of language sensitivity, and you probably thought of some others. Here are a few remarks on the implications for teachers of the eight aspects listed in task b) (using the same numbering).

(1) This reminds us that each learner has a different language repertoire in their own language, and in many cases in more than one language. Teachers need to be aware of these differences in order to know which learners may need help with understanding and using the language of schooling in the appropriate ways for different purposes. 

(2) When interacting with the class, the clarity of a teacher’s instructions and questions is crucial to successful learning. There are also many different kinds of questions that can be asked depending on the teacher’s purpose, so choosing those most appropriate for the teaching situation is an important part of planning.

(3) At the same time learners need to be able to use language in their learning of different subjects and to understand that different kinds of language may be used, for example when understanding texts, learning new concepts, describing processes, etc.

(4) It is not only the language that teachers themselves use that needs to be thought about: textbooks and other learning resources are used in teaching most subjects, and learners may need help understanding some of the language they contain. When teachers create their own teaching resources or use material they have found online, they will also need to think about whether the language is clear and easily understood.

(5) Diversity and mixed ability are increasingly a feature of classes. Given that each learner has a different language repertoire, it is to be expected that some will need extra help when tackling learning tasks. However, learners can also help each other in this respect.

(6) All teachers have a role to play in raising learners’ language awareness so that they can further develop their oral language skills and their literacy. 

(7) This includes helping them to become aware of the different varieties of language that are used for different purposes, both at school and in the communities in which they live.

(8) In many classrooms there are learners with home languages, minority languages and/or language varieties that are different from the language of schooling. Their languages are important parts of their repertoires and can be useful aids to understanding and learning. Learners whose home language is the language of schooling also need to realise how knowing one language can support the learning of others.

A closer look at the elements in this figure

‘Language-sensitive education’ is not a simple concept to explain because it covers several aspects of the handling of language and communication in education, and it overlaps with other concepts and terms. For example, 'language-sensitive teaching’ is also known as ‘linguistically responsible pedagogy’ (for example, in Finland), ‘linguistically responsive teaching’ (Lucas & Villegas 2013), and ‘language-aware teaching’ (for example, in Germany). There are several discussions of language sensitivity in the literature, some of which are cited here under the heading ‘Related resources’.

In the Building blocks, we make a distinction between ‘language sensitivity’ and ‘language-awareness’: language awareness is understanding how language and communication work in different circumstances; language sensitivity is using this awareness actively in one’s teaching. 

(1) The learning of any subject depends partly on being able to understand and use the necessary language, especially any new words or expressions, ways of writing, etc. As Alexander points out: “Language and the quality of language are essential to cognitive development, learning and teaching in all contexts [...]. If language unlocks thought, then thought is enhanced, challenged and enlarged when language in all its aspects, […] and in every educational context, is pursued with purpose and rigour.” (Alexander 2009:271).  

(2) Teachers need to know something about the individual language repertoires of each learner, both about their competences in the language of schooling, including their level of literacy and their ability to express themselves orally, and about their background and skills in other languages.

(3) Being language-sensitive means using helpful ways of interacting with learners, for example, making sure that instructions and questions are understood, rephrasing them if necessary, giving clear and helpful feedback, supporting talk with body language or visuals when necessary, etc. This is especially important when learners have first or home languages which are different from the language of schooling.

(4) When learners are dealing with new concepts or subject knowledge, teachers can provide some helpful linguistic support, for example by explaining new words, highlighting which language features (words, sentence structures, speech acts) are especially important, asking questions that stimulate thought, etc., while also encouraging them to solve conceptual challenges themselves (this is part of what is often called ‘scaffolding’). Learners for whom the language of schooling is an additional language can be encouraged to use their other languages as a means of thinking about and understanding new concepts and new terms.

(5) Learners need to learn to use language that is related to the subject appropriately when carrying out learning and assessment tasks. They should gradually further develop their language repertoires so that they can deal successfully with these subject-related language demands. Some learners need individual help with this, for instance learners with special needs such as dyslexia, or recently arrived migrants who are not yet fully competent in the language of schooling.

(6) Many of the skills that learners need to develop during their schooling and beyond are transversal in the sense that they are needed for 21st century life in a democratic society. For most of them language and communication competences are essential. Among its Key Competences for Lifelong Learning , the European Commission includes ‘personal, social and learning-to-learn competence’; UNICEF lists decision-making and problem-solving among the ‘Transferable Skills’ which it sees as critical in children’s education; and the Council of Europe’s Reference Framework of Competences for Democratic Culture specifies, for example, the importance of: listening carefully to differing opinions; listening effectively in order to decipher another person’s meanings and intentions; asking questions that show understanding of other people’s positions; and so on. Being able to use language(s) sensitively in intercultural situations is also highlighted (Council of Europe 2018: 19-20). During schooling it is important for learners to develop such skills and the values and attitudes that underpin them.