National Core French Study: A Synthesis = Etude nationale sur les programmes de francais de base. Rapport synthese.

Autor/in	LeBlanc, Raymond
Institution	Canadian Association of Second Language Teachers, Ottawa (Ontario).
Titel	National Core French Study: A Synthesis = Etude nationale sur les programmes de francais de base. Rapport synthese.
Quelle	(1990), (257 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-921238-08-8
Schlagwörter	Communicative Competence (Languages); Cultural Education; Curriculum Design; Educational Needs; Elementary Secondary Education; Foreign Countries; French; Language Attitudes; Language Skills; Language Teachers; National Surveys; Second Language Instruction; Second Language Programs; Student Evaluation; Teacher Education; Canada + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Lehrplangestaltung; Educational need; Bildungsbedarf; Ausland; Französisch; Sprachverhalten; Language skill; Sprachkompetenz; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	The National Core French Study had the objectives of defining and developing four syllabuses and assessing their applicability in Core French classes in Canadian elementary and secondary schools. The four syllabuses, proposed as part of a multidimensional curriculum, include language, communicative/experiential, culture, and general language education. The study draws on existing policies, programs, and activities in Core French in different parts of Canada and identifies ways to strengthen Core French in order to attain higher proficiency levels. This synthesis of work by the study's task forces contains introductory remarks and a list of conclusions; an overview of the multidimensional curriculum; an explanation and discussion of each of the four syllabuses; and chapters on integrative pedagogy, evaluation, and teacher training. The notes in each chapter are keyed to the study's 91 specific conclusions. It is generally concluded that the proposed multidimensional curriculum accurately reflects what is needed in second language teaching. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC