A Framework for Introductory Japanese Language Curricula in American High Schools and Colleges.

Autor/inn/en	Unger, J. Marshall; und weitere
Institution	Johns Hopkins Univ., Washington, DC. National Foreign Language Center.
Titel	A Framework for Introductory Japanese Language Curricula in American High Schools and Colleges.
Quelle	(1993), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Techniques; Course Content; Course Organization; Curriculum Design; Curriculum Development; Educational Objectives; Evaluation Criteria; High Schools; Higher Education; Instructional Materials; Introductory Courses; Japanese; Program Administration; Romanization; Second Language Learning; Second Language Programs; Student Evaluation; Written Language + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kursprogramm; Course organisation; Kurskonzept; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Einführungskurs; Japaner; Japanisch; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Geschriebene Sprache
Abstract	The framework presented here is intended to provide general guidance in the design of curricula for teaching introductory Japanese to English-speaking students at the high school and college levels. It is not a course syllabus or statement of specific instructional outcomes. It has three purposes: (1) to assist Japanese language teachers in planning curricula for their individual programs and teaching; (2) to inform administrators about possible program formats; and (3) to advise parents and students, through administrators, of reasonable expectations for high school Japanese programs. An introductory section provide background information, explains romanization conventions and key terminology, and outlines ten basic assumptions underlying the curriculum framework. The framework itself is presented in four chapters, each treating a different concern in teaching Japanese in the United States: criteria for setting program goals and assessing student progress; strategies for presentation and sequencing of linguistic elements; the writing system; and class activities for helping students achieve communicative competence. A concluding section summarizes key points of the framework of particular importance to administrators. A brief bibliography and index are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01