Patterns and trends in vacancies for basic scale MFL teaching posts, 1983–1998

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-12-01 DOI:10.1080/09571739985200291

Colin Asher

引用次数: 0

Abstract

The research described in this article examines the demand for basic scale MFL teachers over a period of time in an attempt to track schools' patterns of foreign language provision. The research provides insights into preferred combinations of MFL, the growth or decline of ‘minority’ languages and the response which schools appear to be making to the National Curriculum's thrust for diversification.

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1983-1998年基本规模外语教学岗位空缺的格局和趋势

本文的研究考察了一段时间内对基本规模的外语教师的需求，试图追踪学校的外语教学模式。这项研究提供了对MFL首选组合的见解，“少数民族”语言的增长或下降，以及学校似乎对国家课程多样化的推动力做出的反应。

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