Making connections and comparisons: Integrating foreign language with other core curricula

Abstract:

Background Within the past decade, a growing number of scholars within the core content areas have included interdisciplinary curricula within the list of needed reforms (Lonning, DeFranco, and Weinland, 1998; National Council of Teachers of Mathematics, 1991, 2000). During the same period, others have noted that the hurdles faced by planners in integrating aspects of course content constitute a challenge of considerable scope (Davison, Miller, and Methany, 1995; Lonning and DeFranco, 1997). Within the field of foreign language education, as well, some researchers have looked for ways to move effectively beyond the traditional barriers of the classroom, in terms of pedagogy and instructional content (Biron, 1998; Gehlker, Gozzi, and Zeller, 1999; Osborn, 1998; Overfield, 1997). These trends reflect the values offered by the framers of the Standards for Foreign Language Learning: The conscious effort to …

Año de publicación:

2000

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Fuente:

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