NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED383175
Record Type: RIE
Publication Date: 1994
Pages: 78
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-947833-97-8
ISSN: N/A
Teaching Modern Languages at Primary School: Approaches and Implications. Practitioner MiniPaper 14.
Johnstone, Richard
Issues facing schools, teachers, and policy-makers in the expansion of elementary school instruction in modern second languages are discussed, particularly in the context of Scotland's educational system. An introductory chapter defines key terminology, the transition from pilot programs to institutionalization, and discusses briefly the distinction between "second" and "foreign" languages. The second chapter outlines five different instructional approaches and offers examples of foreign language initiatives in Scotland and elsewhere in the United Kingdom (UK), Europe, and some other countries. Objectives and difficulties encountered are examined. Several concepts in second language learning and use are considered in the third chapter, including use of language for real communication, language as a dynamic system of rules and strategies, communicative competence, "language acquisition" versus "language learning," progression of skills, and proficiency. In chapter four, evidence of instructional outcomes from UK elementary schools, immersion research, research on specific aspects of second language teaching (intensive teaching, first-language literacy, and second-to-first language transfer), and learner age is offered. A final chapter draws conclusions concerning starting age, implications of language policy for elementary language teaching, choice of approach, teacher qualifications, and implications for secondary education. (MSE)
Scottish Council for Research in Education, 15 St. John Street, Edinburgh EH8 8JR, Scotland, United Kingdom (8.50 British pounds).
Publication Type: Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.