POWER OF LANGUAGE TO BRIDGE CURRICULAR LEARNING OUTCOMES GAP IN A CLASS OF DIVERSE BACKGROUNDS

Abstract

This paper examined the role language is capable of playing to promote learning in the classroom irrespective of the social background of the students. It explored the literature support for claims and counter-claims towards the use of language suitable for every student in the class in the process of curriculum implementation. The paper highlighted the nature of language, the use of language in the classroom and the skills needed by the teacher to effectively use language in the classroom.