English Teaching Profile: Norway.

Institution	British Council, London (England). English Language and Literature Div.
Titel	English Teaching Profile: Norway.
Quelle	(1986), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Creative Writing; Educational Administration; Elementary Secondary Education; English (Second Language); Foreign Countries; Information Sources; Instructional Materials; International Cooperation; Language Role; Language Teachers; Postsecondary Education; Research Projects; Second Language Instruction; Teacher Characteristics; Teacher Education; Technical Assistance; Norway + Suchen Sie Ihr Suchwort? Kreatives Schreiben; Bildungsverwaltung; Schuladministration; Schulverwaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Information source; Informationsquelle; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Internationale Kooperation; Internationale Zusammenarbeit; Language teacher; Sprachunterricht; Post-secondary education; Tertiäre Bildung; Forschungsvorhaben; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Technische Hilfe; Norwegen
Abstract	A review of the status of English language instruction in Norway begins with an overview of the role of English in the society in general, and outlines the status of English use and instruction in the educational system at all levels (elementary, secondary, higher, adult, and teacher), the characteristics and training of English language instructors, the type and availability of instructional materials, educational administration and planning in relation to English teaching, English outside the educational system, British and other international support, commercial opportunities related to English instruction, creative writing in English, the current status of language research, and bibliographical and other sources of information. Despite the confusion caused by recent rapid and large-scale education reforms, some advances have occurred in English instruction, including greater access, increased emphasis on oral skills, a progression designed for the average student but capable of being individualized, and updated and more stimulating materials. Remaining problems include unstreamed classes, consequences of changes in the examination system, lack of intellectual stimulus, and the need for more development of teacher training. (MSE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC