Proficiency Goals in African Languages with Specific Recommendations for Hausa, Lingala, and Swahili. Final Report: Re-Evaluation of Indiana University's African Language Program Goals and Objectives, Year I.

Autor/inn/en	Newman, Roxana Ma; und weitere
Institution	Indiana Univ., Bloomington. African Studies Program.
Titel	Proficiency Goals in African Languages with Specific Recommendations for Hausa, Lingala, and Swahili. Final Report: Re-Evaluation of Indiana University's African Language Program Goals and Objectives, Year I.
Quelle	(1985), (82 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; African Languages; College Second Language Programs; Communicative Competence (Languages); Curriculum Design; Educational Objectives; Hausa; Higher Education; Language Proficiency; Lingala; Literature Reviews; Program Evaluation; Questionnaires; School Surveys; Student Educational Objectives; Swahili; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Communicative competence; Kommunikative Kompetenz; Sprache; Lehrplangestaltung; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Programme evaluation; Programmevaluation; Fragebogen; Suaheli; Minderheitensprache
Abstract	A discussion of language proficiency in college-level African language programs begins with a review of the literature in the broader field of foreign language learning concerning notions of language competence, proficiency, and proficiency goals. This section examines linguistic competence, communicative competence, communicative syllabus design, levels of proficiency, proficiency guidelines and scales in general, and specifically, the American Council on the Teaching of Foreign Languages guidelines. The need for proficiency goals in African language programs is discussed in general, and the related issues of materials development, instructor qualifications, student needs, course articulation, and testing are discussed in particular. Specific proficiency guidelines for Hausa, Lingala, and Swahili are also presented. A list of references and an Indiana University questionnaire on student goals in learning an African language are included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC