INTEGRATION OF LANGUAGE ACROSS THE CURRICULUM (LAC) AND DISCIPLINARY LITERACY (DL) AT A FACULTY OF EDUCATION: A NEEDS ANALYSIS

Abstract

Training the Teachers of the Future: Language Policy and Literacy Development is an international collaborative project between universities in Belgium and South Africa. This project is aimed at developing a comprehensive programme for the integration of language across the curriculum (LAC) and disciplinary literacy (DL) in a Bachelor of Education degree. In this article, we explore the challenges faced by subject content lecturers in a faculty of education, in integrating a language across the curriculum and disciplinary literacy approach to teaching subject-specific content in non-language subjects. A needs analysis was conducted using a sequential exploratory mixed-method approach and thirty-nine lecturers were surveyed. Thereafter, fifteen lecturers were purposively sampled to be interviewed and observed during their lectures, to determine how LAC was implemented in the curricula. Finally, twelve students participated in focus group interviews in order to gain their insights on LAC in the curriculum The challenges identified in this needs analysis relate to an absence of know-how in dealing with the language diversity of students, a lack of knowledge regarding LAC and DL, specifically related to academic reading skills and academic vocabulary acquisition, and the time constraints of developing appropriate materials for the curricula. We propose and explore a ‘Four Levels of Support’ programme for lecturers which should lead to the development of sustained language across the curriculum and disciplinary literacy integration in the curricula.