Denomination et categorisation des modeles d'enseignement des langues: entre institution et pratique (Denomination and Categorization of Language Teaching Models: Between Institution and Practice).

Autor/inn/en	Gajo, Laurent; Matthey, Marinette
Titel	Denomination et categorisation des modeles d'enseignement des langues: entre institution et pratique (Denomination and Categorization of Language Teaching Models: Between Institution and Practice).
Quelle	In: Bulletin suisse de linguistique applique, (1998) 67, S.111-24 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classification; Elementary Secondary Education; Foreign Countries; Heritage Education; Language Role; Language Usage; Organizational Communication; Program Descriptions; Program Design; Second Language Programs; Teacher Attitudes; Vocabulary; Switzerland + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Ausland; Sprachgebrauch; Programme design; Programmaufbau; Programmplanung; Lehrerverhalten; Wortschatz; Schweiz
Abstract	The process and issues of labeling language program models is discussed insofar as it may affect the objectives, content, and method of instruction. The first section describes the origins, stated objectives, and implementation of a Neuchatel (Switzerland) school program integrating heritage language and culture into the school curriculum, noting the use of terminology to denote program design at various stages of planning and implementation. The second section reports on an interview session with the program teachers in which they attempt to name the program model by negotiation. It is concluded that labeling language program models is an important issue linking institutional discourse and pedagogical practice. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC