By David Corson
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Extra resources for Language policy across the curriculum
Their language (whose first language users fell from 90% at the beginning of the twentieth century to 2% at its lowest point) is also reviving and access to learning it in school is quickly becoming a right for all children. In comparison the large immigrant minorities are seeking integration within their new community. At system level there is pressure for all schools to provide a non-racist curriculum and to establish a partnership with the communities they serve and to base this on greater consultation and participation.
I have found a large number of teachers who do not appreciate the situation confronting them. They regard their pupils as speakers of bad English, and they see their task as a war against error. Page 17 When their efforts seem fruitless they come to regard any work in language with their pupils as nigh on hopeless. Worse still, by their attitudes to certain language habits, as well as having lower levels of expectation for their pupils, they frequently promote an antipathy between the school and the child to the detriment of the education of the child (Eagleson, 1976: 25).
Administrators have often incorrectly seen curriculum ideas, such as those conveyed in the doctrine of LAC, as the individual teacher's responsibility. In making policy responses to the problems of a school, administrators have often avoided curriculum issues of substance and importance to concentrate instead on management policy issues. Yet several points about curriculum policy issues are dear: any 'across the curriculum' issue is by definition outside the range of easy control by individual teachers, who are often confined to one class level or subject specialism; by default the task of dealing with 'across the curriculum' issues becomes the responsibility of the school executive.