Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-27T14:36:24.610Z Has data issue: false hasContentIssue false

European perspectives on modern language learning

Published online by Cambridge University Press:  12 June 2009

John Trim
Affiliation:
Cambridge, UK

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Council of Europe
Copyright
Copyright © Cambridge University Press 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bauer, H.-J. (1997). Teacher training in English for Technical Purposes. In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 151–63.Google Scholar
Byram, M., Zarate, G. & Neuner, G. (1997). Sociocultural competence in language learning and teaching. Strasbourg: Council of Europe.Google Scholar
Council of Europe (1996). Modern languages: learning, teaching, assessment. A common European framework of reference: Draft 2 of a framework proposal. Strasbourg: Council for Cultural Cooperation.Google Scholar
Egloff, G. & Fitzpatrick, A. (eds.) (1997a). Languages for work and life: the Council of Europe and vocationally oriented languages learning. Strasbourg: Council of Europe.Google Scholar
Egloff, G. & Fitzpatrick, A. (1997b). Languages for work and life: the Council of Europe and vocationally oriented language learning (VOLL). In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 124.Google Scholar
Egloff, G. (1989). Introduction to the theme ‘Modern language learning in vocationally oriented education’. Doc. CC-Lang. (89) 7. Strasbourg: Council for Cultural Co-operation.Google Scholar
Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 3, 203–10.Google Scholar
European Commission (ed.) (1994). LINGUA-Langttage audits and needs analysis: symposium proceedings-Saarbrhcken. Luxembourg: Office for the official publications of the European Community.Google Scholar
Fitzpatrick, A. (1997). Certification and evaluation in VOLL. Descriptive parameters, organization and assessment. In G. Egloff & A. Fitzpatrick (eds.). Languages for work and life, 6686.Google Scholar
Fitzpatrick, A. & Varga, Z. (1993). Languages for work and life: needs analysis, specification of objectives and evaluation strategies for vocationally oriented language learning in upper secondary, vocational education (15–20) and adult education. Report on Workshop 3B. Strasbourg: Council of Europe.Google Scholar
Holec, H., Little, D. & Richterich, R. (1996). Strategies in language learning and use. Strasbourg: Council of Europe.Google Scholar
Kohonen, V. (1997). Facilitating autonomous language learning in vocational education. In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 2536.Google Scholar
Korsvold, A.-K. & Rüschoff, B. (eds.) (1997a). New technologies in language learning and teaching. Strasbourg: Council of Europe.Google Scholar
Korsvold, A.-K. & Rüschoff, B. (1997b). Introduction. In A.-K. Korsvold & B. Rüschoff (eds.), New technologies in language teaming and teaching, 716.Google Scholar
Köster, A. (1997). Materials for teacher training in Business English. In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 141–50.Google Scholar
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.Google Scholar
Legutke, M. & Thomas, H. (1991). Process and experience in the language classroom. London and New York: Longman.Google Scholar
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Google Scholar
Oscarsson, M. (1997). Conditions for assessment in vocationally oriented language learning. In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 5565.Google Scholar
Ridley, J. (1997). Materiah development and evaluation in the Irish context. In G. Egloff & A. Fitzpatrick (eds.), Languages for work and life, 102–12.Google Scholar
Wolff, D. (1994). Der Konstruktivismus: Ein neues Paradigma in der Fremdsprachendidaktik? Die Neueren Sprachen, 93, 5, 407–29.Google Scholar

Bibliography

Council of Europe publications

Girard, D. & Trim, J. L. M. (eds.) (1988). Project No. 12.: Learning and teaching modem languages for communication: Final report of the Project Group (activities 1982–87). Strasbourg: Council of Europe.Google Scholar
Holec, H. (1988). Autonomy and self-directed learning:present fields of application. Strasbourg: Council of Europe.Google Scholar
Language learning for European citizenship:‘New style’ international workshops. Reports on Workshops 7A & 7B: Using information and communication technologies in modern language teaching and learning in Europe. Strasbourg: Council of Europe.Google Scholar
Language learning for European citizenship:‘New-style’ international workshops. Reports on Workshops 9A & 9B:Tlie use of new technologies in the learning and teaching of modern languages in vocationally oriented education [upper secondary (16–19) and adult education]. Strasbourg: Council of Europe.Google Scholar
Trim, J. L. M. (1988). Council of Europe Project No. 12. Learning and teaching modem languages for communication: Consolidated report on the programme of international workshops for trainers of teachers of modern languages 1984–87. Strasbourg: Council of Europe.Google Scholar
Jones, G. & Fortescue, S. (1989). Using computers in the language classroom, Harlow: Longman.Google Scholar
Jung, Udo O. H. (1993). International bibliography of computer assisted language learning, vol II. Frankfurt: Lang.Google Scholar
ReCALL Softuure Guide No. 3 (1993). University of Hull, CTI Centre for Modern Languages.Google Scholar
Tribble, C. & Jones, G. (1990). Concordances in the classroom. Harlow: Longman.Google Scholar
Holec, H. (1996). Self-directed learning: an alternative form of training. Language Teaching, 29, 2, 8993.Google Scholar
Johns, T. (1986).Micro-Concord. Triangle, 5, 120–34.Google Scholar
Jonassen, D. (1992). Evaluating constructivistic learning. In Dufiy, T. M. & Jonassen, D. H. (eds.), Constructivism and the technology of instruction:a conversation, Hillsdale, N.J.:Erlbaum, 137–48.Google Scholar
Moro, D. (1996). Hypermedia software applications: from content oriented to methodology oriented design. In Rüschoff, B. (ed), Final report on Workshops 9B:The use of new technologies in the learning and teaching of modern languages in vocationally oriented education [upper secondary (16–19) and adult education], Strasbourg: Council of Europe.Google Scholar
RüSchoff, B. (1993). Language learning and information technology: state of the art. CALICO Journal, 10, 3, 517.Google Scholar
RüSchoff, B. (1994). Technologiegestuetzte Lernsysteme und Datenbanken und Untersuchungen zu Spracherwerbs – und Sprachverstehensstrategien. Die Neueren Sprachen, 93, 6, 555–69.Google Scholar
Wolff, D. (1994a). Neue methodische Ansätze im Fremdsprachenunterricht: Ein Überblick. In John, J. & Wolff, D. (eds.), New methodologies in foreign language learning and teaching, Szombathely: Berzsenyi College, 824.Google Scholar
Wolff, D. (1994b). Der Konstruktivismus: Ein neues Paradigma in der Fremdsprachendidaktik? Die Neueren Sprachen, 93, 5, 407–29.Google Scholar

References

Baetens Beardsmore, H. (1994). Language shift and cultural implications in Singapore. In Gopinathan, S., Kam, Pakir A. Ho Wah & Saravanan, V. (eds.). Language, education and society in Singapore – issues and trends. Singapore: Times Academic Press, 4764.Google Scholar
Baetens Beardsmore, H. (ed.) (1993). European models of bilingual education. Clevedon/Philadelphia/Adelaide: Multilingual Matters.Google Scholar
Baker, C. & Prys Jones, S. (1997). Encyclopedia of bilingualism and bilingual education. Clevedon/Philadelphia/Adelaide: Multilingual Matters.Google Scholar
Council of Europe (1993). Report on Workshop 12A: Bilingual education in secondary schools: learning and teaching non-language subjects through a foreign language. Strasbourg: Council of Europe.Google Scholar
Council of Europe (1996). Report on Workshop 12B: Bilingual education in secondary schools: learning and teaching non-language subjects through a foreign language. Strasbourg. Council of Europe.Google Scholar
Europees Platform voor het Nederlandse Onderwijs (1997). Report on the conference on European networks in bilingual education. Alkmaar: Stichting Europeos Platform voor het Nederlandse Onderwijs.Google Scholar
Fruhauf, G. (1997). Report on Workshop No. 21/96: The implementation of bilingual streams in ordinary schools: process and procedures – problems and solutions. Graz: European Centre for Modern Languages.Google Scholar
Fruhauf, G., Coyle, D. & Christ, I. (eds.) (1996). Teaching content in a foreign language. Alkmaar: Stichting Europees Platform voor het Nederlandse Onderwijs.Google Scholar
Garcia, O. & Baker, C. (eds.) (1995). Policy and practice in bilingual education. Clevedon/Philadelphia/Adelaide: Multilingual Matters.Google Scholar
Lynch, J., Modgil, C. & Modgil, S. (eds.) (1992). Cultural diversity ana the schools, volume one: Education for cultural diversity: convergence and divergence. London: The Falmer Press.Google Scholar
Skutnabb-Kangas, T. (ed.) (1995). Multilingualism for all. Lisse: Swets & Zeitlinger.Google Scholar
Swan, D. (1996). A singular pluralism: the European Schools 1984–1994. Dublin: Institute of Public Administration.Google Scholar

Bibliography

References cited

Alix, C. & Bertrand, G. (1994). Pour une pédagogie des échanges. Numéro spécial du Français dans le Monde.Google Scholar
Baumgratz-Gangl, G. (1990). Compétence transculturelle et échanges éducatifs. Paris: Hachette.Google Scholar
Moll, J. (1994). Entre identité et altente: pour une pédagogie de la rencontre. Unpublished presentation at a seminar launching the French-Swiss exchange, 11 1994, Strasbourg.Google Scholar
Richterich, R. (1992). Echanges = change. Jalons pour une pédagogie du changement. In Fondation ch., Vademecum, 36.Google Scholar
Byram, M. & Zarate, G. (eds.) (1995). Young people facing difference. Some proposals for teachers. Strasbourg: Council of Europe.Google Scholar
Byram, M. & Zarate, G. (eds.) (1997). The sociocultural and inter-cultural dimension of language learning and teaching. Strasbourg: Council of Europe.Google Scholar
Camilleri, C. (1995). Difference et cultures en Europe. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1993a). Handbook on European Heritage Classes. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1993b). La pédagogie des échanges. Buts et moyens de la formation des enseignants. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1994). Liens/Links. European Newsletter. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1995). Report on Workshop 18A. The role of educational links and exchanges in modern language teaching and learning at secondary level – ‘Pédagogie des échanges’. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1996a). Report on Workshop 18B. The role of educational links and exchanges in modern language teaching and learning at secondary level – ‘Pédagogie des échanges’. Strasbourg: Council of Europe.Google Scholar
Council for Cultural Co-Operation (1996b). Framework for teacher training for exchanges. Strasbourg: Council of Europe.Google Scholar
Savage, R. (1993). School links and exchanges in Europe: a practical guide. Strasbourg: Council of Europe.Google Scholar
Alix, C. & Kodron, C. (1988). Co-opérer et se comprendre. Bad Honnef/Paris: OFAJ.Google Scholar
Association Europeenne des Enseignants (1993). Organiser des échanges éducatifs. Paris: Hachette.Google Scholar
Byram, M. (1992). Culture et éducation en langue étrangère. Paris: Hatier/Didier.Google Scholar
Carvalho, A. (1995). Pedagogia de intercambios escolares. Porto: Porto editora.Google Scholar
Bureau, Central (ed.) (1991). Making the most of your partner school abroad. London: The Central Bureau.Google Scholar
Delors, J. (1996). L'éducation – un trésor est caché dedans. Report to UNESCO of the International Commission on Education for the 21st century. Paris: UNESCO.Google Scholar
Fondation ch (1992). vademecum. Soleure: Fondation ch.Google Scholar
Fondation ch (1997). Guide pratique des échanges individuels. Soleure: Fondation ch.Google Scholar
Grosjean, M. (1995). Les échanges de classes clé en main. Neuchâtel: Département de l'instruction publique et des affaires culturelles.Google Scholar
Ladmiral, J.-R. & Lipiansky, E. M. (1989). La communication interculturelle. Paris: Armand Colin.Google Scholar
Rademacher, H. & Wilhelm, M. (1991). Spiele und Übungen zum interkulturellen Lernen. Berlin: VWB.Google Scholar
Salvadori, E. (1996). Le plaisir de partager. Un partenariat scolaire européen. Como/Pavia: Ibis.Google Scholar
Sekretariat der Kmk. Pädagogischer Austauschdienst (1995). Schulpartnerschaften zwischen Ost und West. Bonn: Varus.Google Scholar
Wengler, A. (1995). Echanges scolaires multilatéraux et interculturels. Propositions pour une formation d'opérateurs d'échanges. Luxembourg: Ministère de l'Education Nationale.Google Scholar
Zarate, G. (1993). Représentation de l'étranger et didactique des langues. Paris: Didier.Google Scholar