Tweetalige Ontwikkeling en Tweetalig Onderwijs

2011 ◽  
Vol 86 ◽  
pp. 61-70
Author(s):  
Rick de Graaff ◽  
Sharon Unsworth ◽  
Sophie ter Schure
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Teaching Practice ◽  
Research Policy ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Afternoon Session ◽  
Research Questions ◽  
Future Policy ◽  
New Research

The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism as well as generating new research questions. In the morning session, the discussion concerned recent results from research on multilingual acquisition and education in a variety of contexts, and in the afternoon session, the focus lay on issues concerning policy and teaching practice. This report consists of a summary of the main issues discussed there and ends with a list of points for future attention.

scholarly journals The Editor’s Note: A love-hate affair with language

2020 ◽  
Vol 101 (5) ◽  
pp. 4-4
Author(s):  
Rafael Heller
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Bilingual Instruction ◽  
New Research

Debates about children’s language development, bilingual instruction, and foreign language instruction have swung back and forth, with many of the same arguments being made across the decades. Yet new research continues to inform our understandings of language and how best to use it and instruct students in its use. Rafael Heller encourages Kappan readers to consider how they and others use language.

INCIDENTAL VOCABULARY ACQUISITION IN THE FOREIGN LANGUAGE CLASSROOM

1999 ◽  
Vol 21 (2) ◽  
pp. 243-258 ◽  
Author(s):  
Henning Wode
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Practice ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
L2 Acquisition ◽  
Learning Abilities ◽  
Ongoing Research ◽  
Learning History ◽  
Materials Used

This paper is based on ongoing research on a recent low-dose, late partial English immersion (IM) program in Germany. The evaluation compares English language outcomes of IM groups, groups from non-IM schools, and non-IM groups from the same school as the IM groups, at various points of their development. This paper focuses on whether English vocabulary learning occurs incidentally while students are learning history or geography, or both, taught in English and whether there is evidence to suggest that the learning abilities activated in the IM classroom are the same as those found in traditional foreign language teaching and in naturalistic (untutored) L2 acquisition. The data derive from a communicative group test. It is shown that some of the lexical items cannot have come from the textbook or from other kinds of teaching materials used during regular foreign language instruction in the program. This leaves the teacher's oral use of English as the most likely source. Several implications for L2 acquisition theory and teaching practice are discussed.

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

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