From drowned drumlins to pyramid-shaped peaks: analysing the linguistic landscape of Geography to support English language learning in the mainstream classroom

Abstract

This article discusses ways in which subject teachers teaching through English can support the linguistic needs of learners whose first language is not English. It is argued that by focussing on the language of their particular discipline and adjusting their teaching in order to foreground language, subject teachers can make a significant contribution to addressing the language needs of these learners. The subject Geography has been chosen to illustrate ways in which this might be achieved. The topic of glaciation is explored from the perspective of language in order to highlight the complexity of the language used in Geography and to illustrate ways in which it can be made more accessible. Sample tasks that aim to engage learners simultaneously in new content (e.g. glacial erosion, deposition, landforms) as well as the language that is required to convey this content (to erode, to pluck, ablation, hydraulic) are presented. The linguistic features which are highlighted are drawn from two second-level Geography books that are currently used in Ireland. While the focus of the article is on Geography, the approach taken is of equal relevance to other subjects and can be used to support teaching in culturally and linguistically diverse classrooms.

Keywords:

• inclusion
• multilingual education
• teacher education
• Geography
• academic language

Notes on contributors

Ms Fiona Gallagher lectures in ESOL and English for Academic Purposes in the School of Applied Language and Intercultural Studies (SALIS), Dublin City University. Her most recent publications include:

Gallagher, F., and G. Colohan. 2017. “T(w)o and Fro: Using the L1 as a Language Teaching and Learning Tool in the CLIL Classroom.” The Language Learning Journal 45 (4): 485–498. doi:10.1080/09571736.2014.947382.

Ćatibušić, B., F. Gallagher, and S. Karazi. (Forthcoming). “An Investigation of ESOL Provision for Adult Syrian Refugees in Ireland: Voices of Support Providers.” In ESOL Provision in Ireland and the UK: Challenges and Opportunities, edited by F. Mishan. Oxford: Peter Lang.

Angela Leahy is an Assistant Professor in the School of Applied Language and Intercultural Studies (SALIS), Dublin City University. Her most recent publication is Gallagher, F. and A. Leahy. 2014. “The Feel Good Factor: Comparing Immersion by Design and Immersion by Default Models.” Language, Culture and Curriculum 27(1): 58–71. doi:10.1080/07908318.2013.877476.