Language across the curriculum in an ESL context: How teachers deal with difficult texts

Abstract

Abstract This article addresses the use of English to teach ‘content’ subjects across the curriculum, and the ways in which English language teachers operate in such circumstances. In particular, it examines how South African teachers, working in situations where English is a second language, approach the teaching of a ‘content’ lesson based on a Geography text. It goes on to argue that although their strategies are useful in some areas, the range and variety of their approaches could be extended, perhaps through training. This has implications for the many other contexts around the world where English is being used or introduced as a medium of instruction, and for English teachers and teacher trainers in those countries.