Language has
become entrenched in human life particularly for its dominant function in
communication. The use of language not only in the form of communication during
teaching-learning process in classroom, but also in direct interaction of
individuals. Basically, learning language helps people to develop their
self-awareness and cultures. Furthermore, language encourages people to express
their opinions and feeling, to participate in social interaction, and to use
their analytic and imaginative ability. to language teaching and learning. This means
that in a school context all teachers whether of language of schooling taught
as subject, second/foreign languages or other curriculum subjects have both a
vested interest in and a responsibility for the pupils’ development of language
competence. This principle has been
reiterated in a number of documents related to the Language in and for
Education project and has far-reaching theoretical and related practical
implications. From a theoretical
perspective an integrated approach to language education reinforces the links
between language and such general aims as education for active, responsible
participatory citizenship and personal growth. From a practical perspective it
highlights the need for teachers to work together to make sure that their work
in the classroom is not pulling in different directions. To achieve this goal
it is helpful to reflect on the degree to which teachers have common goals with
regard to language development and to what degree, if at all, their purposes
differ.