Foreign language programs in the Massachusetts classroom

(report on 1993 foreign language survey)

Publisher: The Dept. in [Malden, Mass.]

Written in English
Published: Downloads: 683
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Places:

  • Massachusetts.

Subjects:

  • Language and languages -- Study and teaching -- Massachusetts.

Edition Notes

StatementMassachusetts Department of Education.
ContributionsMassachusetts. Dept. of Education.
Classifications
LC ClassificationsLB1050.U5 F68 1994
The Physical Object
Pagination7, [3] p. ;
ID Numbers
Open LibraryOL937058M
LC Control Number95620795
OCLC/WorldCa31921030

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>>All Massachusetts students should be proficient in at least one language other than English;a variety of languages should be offered. >>The study of foreign languages is a core academic discipline.

>>The Massachusetts Foreign Language Framework and its guiding principles describe the ideal status of foreign language teaching and learning. Foreign language programs should begin in elementary school, since language acquisition is more easily accomplished at a young age, and continue beyond grade twelve.

others within and beyond the classroom setting. The Massachusetts Foreign Languages Curriculum Framework closely parallels the federally-funded Size: KB. A basic guide for the improvement of foreign language programs in Massachusetts by Massachusetts.

Dept. of Education, edition, in English. mathematics, and science. In this way, foreign language programs create natural links to all other disciplines. Assessment of student learning is an integral component of effective foreign language instruction. Massachusetts Foreign Languages Curriculum Framework August 1.

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Based on a sociocultural understanding of language and development, the book attempts to bridge pedagogical theory and practice, and thus Reviews: 5. This report describes the results of the Massachusetts study of foreign languages, part of the second phase of the Massachusetts Educational Assessment Program.

The assessment was conducted using a random sample of students from all over the state during one year of testing. The report is presented in five sections: (1) background of the study; (2) the measurements and the samples of students.

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