Foreign Language Education Policies at Secondary School Level in England and Germany: An International Comparison

Autor/inn/en	Gruber, Alice; Hopwood, Oliver
Titel	Foreign Language Education Policies at Secondary School Level in England and Germany: An International Comparison
Quelle	In: Language Learning Journal, 50 (2022) 2, S.249-261 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2044372
Schlagwörter	Comparative Education; Second Language Learning; Second Language Instruction; Educational Policy; Policy Analysis; Foreign Countries; Educational Philosophy; Educational Objectives; National Curriculum; Teaching Methods; Learning Processes; Language Proficiency; Alignment (Education); Global Approach; Germany; United Kingdom (England) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Globales Denken; Deutschland
Abstract	International comparative curriculum research is becoming more important in a globalised world. However, up-to-date comparative studies of international foreign language education policies are still rare. This study compares current modern foreign language curricula in England with that in the state of North-Rhine Westphalia in Germany at Key Stage 4 and equivalent, to identify points of convergence and divergence in learning intentions. The analysis shows systematic differences and similarities regarding philosophical underpinning, learning goals, curriculum content and the level of alignment to international frameworks for teaching, learning and assessing foreign language proficiency. The paper discusses the findings with reference to the implications for the development of modern foreign languages teaching and learning in both educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01