Language Through Science and Science Through Language. An Integrated Approach

• Main Author: Chellapan, K
• Format: Paper
• Language: English
• Published: 01-04-1985
• Subjects: Communication (Thought Transfer); Concept Formation; English for Science and Technology; Foreign Countries; Interdisciplinary Approach; Language Across the Curriculum; Language Role; Language Skills; Language Teachers; Science Instruction; Structural Analysis (Linguistics); Teacher Role; Teaching Methods

While the need to strengthen the transfer of language skills across disciplines and to integrate language instruction with other components of the curriculum is recognized, it must also be recognized that the language of science has a set of symbols that are different from those that are learned for daily life, and the structures of the two systems are not always the same. In addition, the language of printed materials in science is not always identical to that of the classroom. Because language and subject content are closely related, a valid approach would be to teach English through science rather than English for science. In this context, language should be treated more as communicative than as instrumental or functional. This would blur the distinction between science and language instruction, although each would have its emphasis: science instruction would focus on the instrumental and heuristic functions of language, and language instruction would focus on the interpersonal, thematic, and symbolic functions of language. The concept behind language across the curriculum is based on the recognition of a continuum from conceptualization to communication and of the unity of language and learning. (MSE)