Foreign Language Learning with a Difference.

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1998-12-01 DOI:10.1080/09571739885200221

Carol Morgan

引用次数: 1

Abstract

A bilingual Austrian school with German-speaking and English-speaking pupils and German and English as equal languages of instruction is contrasted with a UK independent school, where German is taught intensively (a daily lesson) to all age groups (4–18). Language status, teaching recruitment, teaching approaches, materials and assessment are discussed.

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外语学习的差异。

奥地利双语学校的学生讲德语和英语，德语和英语作为同等的教学语言，与英国独立学校形成鲜明对比，英国独立学校的所有年龄组(4-18岁)都集中教授德语(每天一课)。论述了语言现状、教师招聘、教学方法、教材和评价。

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