ABSTRACT
The terminology of ideas in education keeps changing. However, a change is normally not haphazard – it usually implies a new perspective. The core idea of this book has, through the years, been dealt with as, among other things, immersion, bilingual education, content-based language instruction, and content and language integrated learning, as discussed in the preceding chapters. The phrase used in the present book, Modern Languages Across the Curriculum (henceforth MLAC), implies a new perspective. In essence, this perspective suggests that education in modern languages may take place across the curriculum, i.e. in most, if not all, of the subjects of a school’s curriculum, not only in the foreign languages on the timetable. This principle extends the responsibility for foreign language education to other agents than those traditionally involved at the individual school level. Such thinking is comparable to the movement Writing Across the Curriculum, which started in Britain in the 1970s. 1 Clearly, these perspectives have implications for teacher education.
