A two‐phase‐didactics for school

• Autores: Christer Laurén
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 12, Nº. 1-2, 1991, págs. 67-72
• Idioma: inglés
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• Resumen

  • Results gained by traditional language teaching at school are discussed. Far too often they manifest themselves in less linguistic ability than the underlying competence should allow.

    Taking into account what we know about language acquisition, different theories on so‐called critical periods for language acquisition and about the immersion schools, it would be natural to propose a very early start of language studies at school. This would obviously give more fluency to the basic skills. Language should also be used deliberately as an instrument as is done in the Canadian immersion schools.

    Because of differing acquisition abilities at different ages, the students could have a clearly differentiated input during two main periods at school. Excellent pronunciation is, for instance, easily acquired very early.