Integrated didactic approach
Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known : the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc., keeping in mind that mutual support between languages goes in both directions. This approach does not neglect, either, the home languages of the learners, especially when they are explicitly taught. One can therefore have two (or even three or four) languages which are being “tackled” simultaneously.
This was an approach advocated as early as the beginning of the 1980s in the work of E. Roulet. It is also the direction taken by numerous projects exploring the idea of German after English when they are learnt as foreign languages (cf. the studies relating to Tertiary language learning). Other studies investigate ways of linking the language of schooling and other languages taught in an integrated perspective. It is also present in certain approaches to bilingual education, which seek to make learners identify similaries and differences between the languages used in teaching, irrespective of the subject being studied.
“German after English”
Integrated didactic approach
Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum. Integrated didactics work on the central principle advocated by pluralistic approaches of capitalising on what is already known in order to access what is less known : the language of schooling for accessing the first foreign language, which can then be used as a springboard to facilitate the acquisition of a second foreign language etc., keeping in mind that mutual support between languages goes in both directions. This approach does not neglect, either, the home languages of the learners, especially when they are explicitly taught. One can therefore have two (or even three or four) languages which are being “tackled” simultaneously.
This was an approach advocated as early as the beginning of the 1980s in the work of E. Roulet. It is also the direction taken by numerous projects exploring the idea of German after English when they are learnt as foreign languages (cf. the studies relating to Tertiary language learning). Other studies investigate ways of linking the language of schooling and other languages taught in an integrated perspective. It is also present in certain approaches to bilingual education, which seek to make learners identify similaries and differences between the languages used in teaching, irrespective of the subject being studied.
“German after English”