ANALYSING THE LANGUAGE DEMANDS OF LESSONS TAUGHT IN A SECOND LANGUAGE

Abstract

Teaching subjects in a second language to learners who are not yet fluent in the language of learning incr eases the cognitive demands which lessons make on them. Effective programmes therefore require a pedagogy which compensates for these increased learning demands. Without it, learning may be less effective and programmes may exclude learners who cannot meet these demands. The key feature of this pedagogy is language support. To provide it, teachers need to be able to analyse the language demands of lessons. This paper describes categories which can be used for the analysis of language demands in L2-medium subject lessons. It also discusses the degree to which subject teachers working in L2 can be expected to perform this analysis.

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