What Schools Can Do in Second Languages.

Autor/in	Lazaruk, Walter A.
Institution	Alberta Teachers Association, Edmonton. Modern Language Council.
Titel	What Schools Can Do in Second Languages.
Quelle	In: Alberta Modern Language Journal, 16 (1978) 3, S.6-18 (14 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Bilingualism; Communicative Competence (Languages); Curriculum Development; Educational Objectives; Educational Research; Elementary Secondary Education; French; Immersion Programs; Instructional Improvement; Language Attitudes; Language Instruction; Language Learning Levels; Language of Instruction; Language Proficiency; Language Programs; Language Skills; Modern Language Curriculum; Official Languages; Program Development; Second Language Learning; Student Attitudes; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Bilingualismus; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Französisch; Immersionsprogramm; Unterrichtsqualität; Sprachverhalten; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Office language; Amtssprache; Programmplanung; Zweitsprachenerwerb; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Current educational research and possible directions for the improvement of second language education in schools are discussed in the light of current Canadian political and economic influences. The Ontario Ministry of Education has proposed three levels of proficiency in French as reasonable objectives to be achieved by secondary schools in their different programs. The basic level which would include basic conversational skills and some knowledge of French-speaking people and culture could be attained in 1,380 instructional hours through an improved regular program. The middle level, aimed at providing students with a good working knowledge of French, could be attained after 2,400 instructional hours in an "extended program," that is, a combination of instruction in French and one subject taught in French. A third level, which would enable the student to function easily in most communication situations, could be attained after 5,310 instructional hours in an immersion program. Based on the assumption that the same level of bilingualism is neither possible nor necessary for all students, the three levels and corresponding programs are suggested to school districts as possible alternatives. The programs are discussed with reference to cost, need, educational value, time available, methodology, student needs and attitudes. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC