British Elementary Schools and the Study of French: an Evaluation of the Nuffield Report.

Autor/in	Parker, Douglas
Institution	Alberta Teachers Association, Edmonton. Modern Language Council.
Titel	British Elementary Schools and the Study of French: an Evaluation of the Nuffield Report.
Quelle	In: Alberta Modern Language Journal, 15 (1976) 1, S.6-21 (17 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Cognitive Ability; Cognitive Processes; Elementary Education; FLES; French; Intellectual Development; Language Ability; Language Attitudes; Language Instruction; Language Programs; Language Skills; Program Evaluation; Second Language Learning; Student Motivation; Teaching Methods; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Cognitive process; Kognitiver Prozess; Elementarunterricht; Französisch; Mental development; Geistige Entwicklung; Sprachverhalten; Language skill; Sprachkompetenz; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article discusses a study undertaken by the British Ministry of Education to determine the effect of offering French to a much wider age and ability range at the elementary level than had been the case in the past. The study is based on the Nuffield project, a pilot project in French instruction carried out in selected primary schools in England and Wales in the 1964-65 academic year. Researchers investigated whether (1) other aspects of education and general intellectual development gain or suffer from the introduction of French instruction at the elementary level, (2) there are levels of ability below which the teaching of French is of dubious value, (3) any substantial gain in mastery is achieved by learning French at age 8, and (4) which methods, attitudes and incentives are most effective in promoting the learning of French, and (5) what organizational and teaching problems are posed by the introduction of French instruction in the elementary school. This document describes and criticizes the findings and identifies problems encountered in the pilot project. (CLK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC