Primary Foreign Language Pathfinders: The Brighton and Hove Experience

Autor/inn/en	Enever, Janet; Watts, Catherine
Titel	Primary Foreign Language Pathfinders: The Brighton and Hove Experience
Quelle	In: Language Learning Journal, 37 (2009) 2, S.219-232 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
Schlagwörter	Observation; Second Language Learning; City Government; Case Method (Teaching Technique); Second Language Instruction; Foreign Countries; Interviews; Questionnaires; Case Studies; Elementary Schools; Program Descriptions; Teaching Methods; Parent Attitudes; Student Attitudes; Teacher Attitudes; Administrator Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Beobachtung; Zweitsprachenerwerb; Case method; Fallmethode; Fremdsprachenunterricht; Ausland; Interviewing; Interviewtechnik; Fragebogen; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	This article reports on a two-year project located within one local authority (LA), Brighton and Hove City Council, which was selected in 2003 to become a Primary Foreign Language Pathfinder. The main aim of this Pathfinder was to work with 18 other LAs across the country to pilot fresh approaches towards delivering foreign languages in the primary sector. A case study approach was adopted involving a sample of four local primary schools. Research tools included individual and group interviews, questionnaires and classroom observations with data collected from children, parents, teachers, headteachers and City Council co-ordinators. The conclusions indicate that the broader aims of the project were largely met, with eight emergent challenges identified which could usefully inform the design of subsequent models of good practice in early foreign language learning. (Contains 1 figure, 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10