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 57
... aims of its proponents ) ; or by other more direct obstructionist methods . There are many reasons why people behave in these ways in organisations and not all of them derive from simple perversity , personal inadequacy or laziness ...
... aims of its proponents ) ; or by other more direct obstructionist methods . There are many reasons why people behave in these ways in organisations and not all of them derive from simple perversity , personal inadequacy or laziness ...
Página 113
... aims of formal drama are more specific than the aims of LAC : there is detail to be mastered , moves to be learned , scripts to memorised . While all these things are important activities that should find a place in the syllabus of ...
... aims of formal drama are more specific than the aims of LAC : there is detail to be mastered , moves to be learned , scripts to memorised . While all these things are important activities that should find a place in the syllabus of ...
Página 176
... aims and approaches be valuable for parents who regularly mix with students in lesson time ? ( 4 ) how far will the ... aim ) . Some work with younger children and provide all their schooling in the first language , including initial ...
... aims and approaches be valuable for parents who regularly mix with students in lesson time ? ( 4 ) how far will the ... aim ) . Some work with younger children and provide all their schooling in the first language , including initial ...
Conteúdo
LANGUAGE POLICY ACROSS THE CURRICULUM | 1 |
Language planning | 13 |
FACT GATHERING FOR LANGUAGE POLICIES | 21 |
Direitos autorais | |
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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