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 4
... whole school ' language policy may seem over - ambitious . For these people there is much in this book that can be taken up and used by policy makers at departmental level in the secondary school . On the other hand , in pluralist ...
... whole school ' language policy may seem over - ambitious . For these people there is much in this book that can be taken up and used by policy makers at departmental level in the secondary school . On the other hand , in pluralist ...
Página 191
... whole ' or ' whole - to - part ' . These categories are not dichotomies since even the most extreme approach will inevitably include elements further along the continuum . In this section I look very briefly at six approaches to SLT ...
... whole ' or ' whole - to - part ' . These categories are not dichotomies since even the most extreme approach will inevitably include elements further along the continuum . In this section I look very briefly at six approaches to SLT ...
Página 195
... whole ' approach to a ' whole to part ' approach to SL learning and teaching , theorists have also changed their views about which aspects of language are important for assessment purposes . Instead of measuring the more visible and ...
... whole ' approach to a ' whole to part ' approach to SL learning and teaching , theorists have also changed their views about which aspects of language are important for assessment purposes . Instead of measuring the more visible and ...
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