File Download
  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Article: From core to content: bridging the L2 proficiency gap in late immersion

TitleFrom core to content: bridging the L2 proficiency gap in late immersion
Authors
KeywordsLinguistics education - teaching methods and curriculum
Issue Date1994
PublisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_le.asp
Citation
Language and Education, 1994, v. 8 n. 4, p. 211-229 How to Cite?
AbstractIn this paper we argue that assumptions which underlie the successful implementation of early immersion education may not be valid for late immersion education. In particular, assumptions about the curriculum that hold for early immersion (e.g. that the same content can be covered) and the pedagogy (e.g. that there is no place for the use of the L1 by students or teachers) may need to be reconsidered in the context of late immersion . The reason for these differences lies in the nature and extent of the L2 proficiency gap experienced by late immersion students as they begin their immersion experience. The paper concludes with some suggestions for research focusing on curricular issues and pedagogy in late immersion education.
Persistent Identifierhttp://hdl.handle.net/10722/42657
ISSN
2015 Impact Factor: 0.921
2015 SCImago Journal Rankings: 0.644

 

DC FieldValueLanguage
dc.contributor.authorJohnson, RKen_HK
dc.contributor.authorSwain, Men_HK
dc.date.accessioned2007-03-23T04:29:09Z-
dc.date.available2007-03-23T04:29:09Z-
dc.date.issued1994en_HK
dc.identifier.citationLanguage and Education, 1994, v. 8 n. 4, p. 211-229en_HK
dc.identifier.issn0950-0782en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42657-
dc.description.abstractIn this paper we argue that assumptions which underlie the successful implementation of early immersion education may not be valid for late immersion education. In particular, assumptions about the curriculum that hold for early immersion (e.g. that the same content can be covered) and the pedagogy (e.g. that there is no place for the use of the L1 by students or teachers) may need to be reconsidered in the context of late immersion . The reason for these differences lies in the nature and extent of the L2 proficiency gap experienced by late immersion students as they begin their immersion experience. The paper concludes with some suggestions for research focusing on curricular issues and pedagogy in late immersion education.en_HK
dc.format.extent1252984 bytes-
dc.format.extent25600 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_le.aspen_HK
dc.relation.ispartofLanguage and Education-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectLinguistics education - teaching methods and curriculumen_HK
dc.titleFrom core to content: bridging the L2 proficiency gap in late immersionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0950-0782&volume=8&issue=4&spage=211&epage=229&date=1994&atitle=From+core+to+content:+bridging+the+L2+proficiency+gap+in+late+immersionen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.hkuros1645-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats