Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
In this article Halliday, questions the approach of language acquisition (syntax)with construction/semantics. He highlights that language is learnt through meaningful interaction with other people and making sense of the world in which we live is achieved through language. They key goal of interaction/making meaning is functional and communicative.
The result of over twenty years of research, the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.
The article highlights the complexity of bilingual education programmes. It is suggested that 'Pedagogically, second language students ... benefit from context-embedded communication'(p.249) which concurs with the ideas suggested by Derewinka (2003)
J. Choi, A. Khlif, and E. Epure. Proceedings of the 1st Workshop on NLP for Music and Audio (NLP4MusA), page 23--27. Online, Association for Computational Linguistics, (2020)
J. Choi, A. Khlif, and E. Epure. Proceedings of the 1st Workshop on NLP for Music and Audio (NLP4MusA), page 23--27. Online, Association for Computational Linguistics, (2020)