Studies in Bilingual Education
This book deals with bilingual education in general, but it pays special attention to bilingual education in monolingual areas. One central aim is to study the effects of bilingual programmes during the final stages of Primary and Secondary Education in contexts where the L2 (English) is not normally used as an instrument of social communication in the students' environment, but instead is used only at school, where some subject areas are undertaken totally or partially in this language. The reader interested in bilingual education will find a valuable source of information on different bilingual programmes in the USA and Spain: what schools…
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Produktdetails
Weitere Autoren: Hughes, Stephen (Hrsg.)
- ISBN: 978-3-0343-0474-0
- EAN: 9783034304740
- Produktnummer: 19462999
- Verlag: Lang, Peter
- Sprache: Englisch
- Erscheinungsjahr: 2011
- Seitenangabe: 472 S.
- Masse: H22.3 cm x B14.6 cm x D3.2 cm 680 g
- Abbildungen: num. tables and graphs
- Gewicht: 680
Über den Autor
Daniel Madrid is Professor of TEFL at the Faculty of Education of the University of Granada, giving EFL methodology courses for Primary and Secondary teachers. He has promoted and coordinated several student exchange programmes with European universities and has published a considerable number of articles, chapters and books on ELT. He has also produced a wide variety of teaching materials for primary and secondary education as well as university students, and has directed and carried out several research projects on various educational issues. Stephen Hughes has a PhD in Applied Linguistics from the University of Granada. His professional activities currently include secondary school management, language teaching and teacher training. His research interests include the application of quality management models in language education which originally stem from his role as coordinator of Quality Commissions in two secondary schools, his participation in the ECML QualiTraining project and his doctoral thesis on the identification of contextualised quality indicators in English language teaching.
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