Language Across the Curriculum: A Paradox and its Potential for Change.

Abstract This paper gives some account of the outcomes of the Schools Council project Writing across the Curriculum 11‐16, but is primarily concerned with theoretical problems of the relationships between teaching, research and development in language. One of the most far‐reaching changes envisaged by the Bullock Committee is to be found in its recommendation that all teachers should take responsibility for the language development of their students not only in their specialist areas but, in conjunction with other teachers, for language policies across the whole curriculum. Yet to arrive at a policy for language means asking fundamental questions about learning, and teaching, and this can only be done by the various subject specialists who do not generally regard themselves as concerned with language.