scholarly journals Correlation between musical aptitude and learning foreign languages: an epidemiological study in secondary school Italian students

2018 ◽  
Vol 38 (1) ◽  
pp. 51-55
Author(s):  
P.M. PICCIOTTI ◽  
F. BUSSU ◽  
L. CALÒ ◽  
R. GALLUS ◽  
E. SCARANO ◽  
...  
Keyword(s):  
Secondary School ◽  
Epidemiological Study ◽  
Foreign Languages ◽  
Musical Aptitude

Language Lite? Learning French Vocabulary in School

2006 ◽  
Vol 16 (2) ◽  
pp. 187-205 ◽  
Author(s):  
JAMES MILTON
Keyword(s):  
Secondary School ◽  
Word Frequency ◽  
Historical Data ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Vocabulary Size

We know very little about the French vocabulary that is learned in school and this paper reports a study which measures learners' vocabulary size and progress in secondary school. The methodology for estimating vocabulary size in French is comparable with vocabulary size testing in other foreign languages, and this makes comparison with vocabulary learning in French and other languages possible. Results suggest that learners learn about 170 words per year up to GCSE and about 530 words per year in ‘A’ level study and are influenced by word frequency. On average, learners take GCSE with under 1000 words of French vocabulary and ‘A’ level with about 2000 words. These results appear modest compared with historical data and when compared with other language exams pitched at the same CEF levels as GCSE and ‘A’ level. Vocabulary size predicts ‘A’ level grade particularly impressively. There is a worrying period where progress, even of the best learners, appears to halt for several years.

scholarly journals The Development of Intercultural Competence of Secondary School Pupils and University Students

2021 ◽  
Author(s):  
Kateryna V. Krotik ◽  
Kateryna V. Krotik
Keyword(s):  
Secondary School ◽  
University Students ◽  
Intercultural Competence ◽  
Training Programs ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Education Standards ◽  
Educational Profession ◽  
Secondary School Pupils

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

Modern Foreign Languages in the Comprehensive Secondary School

PMLA ◽  
1959 ◽  
Vol 74 (4) ◽  
pp. 27-33 ◽  
Keyword(s):  
Secondary School ◽  
Ad Hoc ◽  
School Principals ◽  
Secondary School Principals ◽  
Curriculum Study ◽  
School Curriculum ◽  
Curriculum Planning ◽  
Foreign Languages ◽  
Modern Language ◽  
Secondary School Curriculum

This report of recommendations on modern foreign languages is the second part of a six-year sequence in curriculum study of the National Association of Secondary-School Principals. Within the six-year period, it is planned to portray the components of a balanced secondary-school curriculum.The timetable of this report began when an Ad Hoc Committee of national experts and administrators met in November 1958 to agree on a statement of position on modern foreign languages in junior and senior high schools. The tentative paper they formulated was submitted for analysis and discussion by principals attending the 43rd Annual Convention in Philadelphia, February 7-11, 1959. In light of the comments and suggestions made by these principals, the statement was revised and then resubmitted to the Ad Hoc Committee. Thereafter, further revisions were made. The report now appears in completed form and is believed to represent the informed judgment of thousands of secondary-school leaders and modern language specialists throughout the nation.The Committee on Curriculum Planning and Development officially adopted these recommendations and the Executive Committee officially approved them, May 7, 1959.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

Development of Mathematics in Secondary Schools of the United States

1934 ◽  
Vol 27 (6) ◽  
pp. 281-295
Author(s):  
F. L. Wren ◽  
H. B. McDonough
Keyword(s):  
Higher Education ◽  
United States ◽  
High School ◽  
Public Education ◽  
Secondary School ◽  
The United States ◽  
Natural Sciences ◽  
Foreign Languages ◽  
Equal Division ◽  
Elementary And Secondary Education

Prior to the latter part of the nineteenth century the energies of those interested in public education had been primarily directed toward the completion of the educational ladder. Elementary, secondary, and higher education had been placed under public control and to a large extent was financed by public taxation. In 1893 the Committee of Ten reported to the National Educational Association in favor of enriching the course of study in grades below the high school through the introduction of various subjects such as algebra, geometry, foreign languages, and natural sciences but their recommendations made no provisions for adapting these subjects to the abilities and needs of the children of the lower grades. During the early stages this movement for reorganization centered around the approximate equal division of time devoted to elementary and secondary education. The idea of dividing the six-year secondary school into junior and senior departments did not become a prominent one until the latter part of the first decade of the twentieth century.

scholarly journals Oral proficiency in second and third foreign languages in the Danish education system

2019 ◽  
Vol 13 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Susana Fernández ◽  
Hanne Andersen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Education System ◽  
International Research ◽  
Oral Proficiency ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Educational Levels ◽  
Similarities And Differences ◽  
Pedagogical Approaches

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

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