Language Policy Across the CurriculumMultilingual Matters, 1990 - 306 páginas Language policies across the curriculum (LPAC) identify areas where first, second or foreign language problems exist for the school and propose firm working solutions to those problems. This book provides language policies in action and a knowledge base for those addressing the language issues and problems of schools in pluralist modern societies. |
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Página 6
... ability levels across the school indicates an unusual clustering of high and low ability students with relatively few middle ability pupils . School ' Rewarewa ' is a large all levels area school in a conservative rural setting . Harsh ...
... ability levels across the school indicates an unusual clustering of high and low ability students with relatively few middle ability pupils . School ' Rewarewa ' is a large all levels area school in a conservative rural setting . Harsh ...
Página 172
... ability levels and learning difficulties Other influences on children's performances in bilingual programmes are the respective roles of high ability and level of family affluence on results . Baker ( 1988 ) summarises the scanty ...
... ability levels and learning difficulties Other influences on children's performances in bilingual programmes are the respective roles of high ability and level of family affluence on results . Baker ( 1988 ) summarises the scanty ...
Página 215
... ability to use coherence rules to organise meanings ( such as repetition , progression , consistency and relevance of ideas ) . The ability to teach in this area requires a high level understanding of what constitutes cohesion in ...
... ability to use coherence rules to organise meanings ( such as repetition , progression , consistency and relevance of ideas ) . The ability to teach in this area requires a high level understanding of what constitutes cohesion in ...
Conteúdo
LANGUAGE POLICY ACROSS THE CURRICULUM | 1 |
Language planning | 13 |
FACT GATHERING FOR LANGUAGE POLICIES | 21 |
Direitos autorais | |
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Termos e frases comuns
ability academic achievement activities aims allow approach areas aspects assessment attitudes Australia awareness backgrounds become bilingual bilingual education Chapter classroom competence context countries critical cultural curriculum discourse discussion early effects English evidence example experience foreign language functions give groups ideas important individual instruction interaction interests involves issues kind knowledge language policy learners learning less linguistic LPAC majority Maori matters means methods minority language mother tongue necessary offer oral organisation parents participation planning possible practices present primary problems proficiency programmes promote pupils questions range reading reasons receive reference responsibility role second language secondary situation skills social societies speakers speaking staff Stage status structures studies suggests talk task teachers teaching tests things understanding variety writing