ABSTRACT
This general insight into language's role in learning is one shared by many teachers, following the work on language across the curriculum during the last three decades. Schools, however, differ in the extent to which language has been addressed as a whole school policy. Equally, at departmental and personal teaching levels, not all curriculum units and schemes of work may have been prepared against a background of longer term attention to development in language or have been resourced with these considerations in mind.
