| Abstract: | The current Bullock debate has focused attention on the role of language in learning and challenges us to consider the linguistic competence of our pupils. This article describes how students' knowledge and interest in their own subject was used to start them thinking through ideas about language. For a group of biology graduates taking a postgraduate education course, biology became the vehicle for integrating more widely ranging educational issues. After a preliminary introduction to the topic, opportunities were created for the students to gather school experience, and then in the light of this to extend their appreciation of available theory. The value of such an approach is discussed, and also the problems inherent in it, for example the division of tutorial responsibilities within the university department. |
