Learning a second language in first language environments

E. Bernhardt; D. J. Tedick

doi:10.1016/B978-0-08-044894-7.00076-2

Learning a second language in first language environments

E. Bernhardt, D. J. Tedick

Curriculum and Instruction

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This article traces curriculum developments in language teaching since the mid-1970s. The 1970s were chosen because they denote a time of massive global movement of immigration and expatriation that carried with it a profound impact on language education. The time frame also coincides with an awakening of research in sociolinguistics, discourse analysis, and second-language acquisition. The article places language learning against a backdrop of these research thrusts as well as against global political, economic, and technological forces. Key themes discussed are notions of doing and meaning, proficiency orientations; content-based language instruction; and immersion models for language acquisition.

Original language	English
Title of host publication	International Encyclopedia of Education
Editors	E. Baker, P. Peterson, B. McGaw
Place of Publication	Oxford, UK
Publisher	Elsevier
Pages	441-446
Number of pages	6
Edition	3rd Edition
ISBN (Print)	9780080448947
DOIs	https://doi.org/10.1016/B978-0-08-044894-7.00076-2
State	Published - 2010

Keywords

Common european framework
Content and language integrated learning (CLIL)
Content-based instruction (CBI)
Foreign language
Immersion
Languages other than english (LOTE)
Non-native teachers
Proficiency
Second-language acquisition
Sociolinguistics
Standards
Teacher education and development

Access

10.1016/B978-0-08-044894-7.00076-2

OpenUrl availability

Full text

Cite this

@inbook{aee6693e772a4e19a465d5fb3a4a0347,

title = "Learning a second language in first language environments",

abstract = "This article traces curriculum developments in language teaching since the mid-1970s. The 1970s were chosen because they denote a time of massive global movement of immigration and expatriation that carried with it a profound impact on language education. The time frame also coincides with an awakening of research in sociolinguistics, discourse analysis, and second-language acquisition. The article places language learning against a backdrop of these research thrusts as well as against global political, economic, and technological forces. Key themes discussed are notions of doing and meaning, proficiency orientations; content-based language instruction; and immersion models for language acquisition.",

keywords = "Common european framework, Content and language integrated learning (CLIL), Content-based instruction (CBI), Foreign language, Immersion, Languages other than english (LOTE), Non-native teachers, Proficiency, Second-language acquisition, Sociolinguistics, Standards, Teacher education and development",

author = "E. Bernhardt and Tedick, {D. J.}",

year = "2010",

doi = "10.1016/B978-0-08-044894-7.00076-2",

language = "English",

isbn = "9780080448947",

pages = "441--446",

editor = "E. Baker and P. Peterson and B. McGaw",

booktitle = "International Encyclopedia of Education",

publisher = "Elsevier",

edition = "3rd Edition",

}

TY - CHAP

T1 - Learning a second language in first language environments

AU - Bernhardt, E.

AU - Tedick, D. J.

PY - 2010

Y1 - 2010

N2 - This article traces curriculum developments in language teaching since the mid-1970s. The 1970s were chosen because they denote a time of massive global movement of immigration and expatriation that carried with it a profound impact on language education. The time frame also coincides with an awakening of research in sociolinguistics, discourse analysis, and second-language acquisition. The article places language learning against a backdrop of these research thrusts as well as against global political, economic, and technological forces. Key themes discussed are notions of doing and meaning, proficiency orientations; content-based language instruction; and immersion models for language acquisition.

AB - This article traces curriculum developments in language teaching since the mid-1970s. The 1970s were chosen because they denote a time of massive global movement of immigration and expatriation that carried with it a profound impact on language education. The time frame also coincides with an awakening of research in sociolinguistics, discourse analysis, and second-language acquisition. The article places language learning against a backdrop of these research thrusts as well as against global political, economic, and technological forces. Key themes discussed are notions of doing and meaning, proficiency orientations; content-based language instruction; and immersion models for language acquisition.

KW - Common european framework

KW - Content and language integrated learning (CLIL)

KW - Content-based instruction (CBI)

KW - Foreign language

KW - Immersion

KW - Languages other than english (LOTE)

KW - Non-native teachers

KW - Proficiency

KW - Second-language acquisition

KW - Sociolinguistics

KW - Standards

KW - Teacher education and development

UR - http://www.scopus.com/inward/record.url?scp=84884450494&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84884450494&partnerID=8YFLogxK

U2 - 10.1016/B978-0-08-044894-7.00076-2

DO - 10.1016/B978-0-08-044894-7.00076-2

M3 - Chapter

AN - SCOPUS:84884450494

SN - 9780080448947

SP - 441

EP - 446

BT - International Encyclopedia of Education

A2 - Baker, E.

A2 - Peterson, P.

A2 - McGaw, B.

PB - Elsevier

CY - Oxford, UK

ER -

Learning a second language in first language environments

Abstract

Keywords

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this