Challenges for the "Nineties" in Adult Language Learning in Great Britain.

Autor/in	Hocking, Cliff
Titel	Challenges for the "Nineties" in Adult Language Learning in Great Britain.
Quelle	(1990), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Change Strategies; Distance Education; Educational Change; Educational Needs; Foreign Countries; Open Universities; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lösungsstrategie; Distance study; Distance learning; Fernunterricht; Bildungsreform; Educational need; Bildungsbedarf; Ausland; Offene Universität; Post-secondary education; Tertiäre Bildung; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	A discussion of the future of adult second language learning in Great Britain begins with an overview of the field's current state. It is argued that the large number of adults pursuing foreign language learning in a variety of institutions is not matched by quality of offerings, and attrition is high. A national testing program was developed in foreign languages for special purposes, but its use has not risen substantially in 20 years and more testing is done in English as a Second Language than in other second languages, despite impending formation of the European Community. The Open University has recently decided to begin second language instruction, contrary to previous policy. Research indicates a high level of interest among undergraduates, adult students, and business school students. The Open University's experience with distance education suggests the potential for success in this field. However, certain challenges are apparent: the limitations of independent learning within the university's diverse audience and the university's limitation in its ability to individualize distance language instruction. The institution must create its courses and materials to provide as many learning options as possible. It must also develop equivalencies for language credits to use in a national system of vocational qualifications. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC