The joint languages model and GCSE results

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1998-12-01 DOI:10.1080/09571739885200191

Marie-Madeleine Kenning

引用次数: 1

Abstract

This article analyses the results obtained at GCSE by pupils involved in a joint languages diversification scheme. Comparisons are made across languages, with other subjects, and with the results achieved by the previous year group which entered before diversification. The findings reveal a number of issues and highlight the impact of study time on attainment

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联合语言模型和GCSE成绩

本文分析了参加联合语言多样化计划的学生在普通中等教育证书考试中取得的成绩。比较是跨语言的，与其他科目的，以及前一年在多样化之前进入的小组取得的结果。研究结果揭示了一些问题，并强调了学习时间对成绩的影响

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages