ORIGINS of LAC

     The LAC movement follows the example set by the Writing Across the Curriculum (WAC) movement of the 1980's, which sought to use writing as a central learning tool in classes outside the English department. Rather than relegating writing instruction to classes in literature or composition, WAC provides advice and assistance to students for the inculcation of the skills needed for writing in each curricular specialty. Similarly, LAC works with faculty to identify the specific vocabulary and genres that students need in order to function effectively in another language in their respective disciplines.

     LAC as a concept has been around for sometime in academic and pedagogic theoretical discourse, but less in school practice. It was developed in the late 70's and early 80's. It originated in Great Britain, where the idea of linking language across the curriculum with school language policies as a whole received formal recognition in the so called Bullock Report (A language for life)- "Each school should have an organized policy for language across the curriculum, establishing every teacher's involvement in language and reading development throughout the years of schooling".

     The idea of LAC itself, which had received real impetus in that report, have somewhat changed over time. They were also influenced by work outside Britain.

     A decade later this was underlined in the Swann Report (Education for all)- "Unless there is a school language and learning policy across the curriculum, there will be wastage of effort and often confusion".