Early Modern Language Learning: Conditions of Success.

Autor/in	Girard, Denis
Institution	Council for Cultural Cooperation, Strasbourg (France).
Titel	Early Modern Language Learning: Conditions of Success.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Articulation (Education); Educational Environment; Elementary Secondary Education; FLES; Foreign Countries; Instructional Materials; Multilingualism; Program Design; Program Effectiveness; Program Evaluation; Scheduling; Second Language Learning; Second Languages; Teacher Qualifications; Time Factors (Learning); Bulgaria; France + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mehrsprachigkeit; Multilingualismus; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Disposition; Zweitsprachenerwerb; Second language; Zweitsprache; Lehrqualifikation; Bulgarien; Frankreich
Abstract	A language education specialist who has studied elementary school second language programs, primarily in France but also in other European countries, outlines the factors he has found contributing to program success and makes recommendations for further development of second language education in Europe. Seven conditions for effective programs of foreign language in the elementary school (FLES) include: (1) well-trained teachers, competent in both the target language and teaching techniques; (2) established provision of pedagogical support in the form of inservice training; (3) adequate scheduling; (4) suitable teaching materials; (5) continuity; (6) liaison between elementary and secondary education; and (7) integrated evaluation and quality control. It is argued that early second language programs not only have potential for success, but are also highly recommended to develop the bilingual skills needed in a unified Europe. The Bulgarian example of bilingual secondary education is described. Thorough language teaching reform in each country is recommended, perhaps beginning with a network of bilingual schools, elementary and secondary, in each region where conditions for success exist, with later expansion. It is also proposed that a broad variety of second languages be taught. A list of questions for group discussion is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC