Proficiency in Perspective in the Foreign Language Classroom [electronic resource] / Sally Sieloff Magnan.
A discussion of the present potential impact of the American Council on the Teaching of Foreign Languages Oral Proficiency Interview (OPI) and Proficiency Guidelines on classroom teaching and curriculum design argues that proficiency-oriented instruction cannot and should not claim to be a new metho...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1987.
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| Subjects: |
MARC
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| 100 | 1 | |a Magnan, Sally Sieloff. | |
| 245 | 1 | 0 | |a Proficiency in Perspective in the Foreign Language Classroom |h [electronic resource] / |c Sally Sieloff Magnan. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 23 p. | ||
| 500 | |a ERIC Document Number: ED285416. | ||
| 500 | |a ERIC Note: In: Birckbichler, Diane W., Ed. Proficiency, Policy, and Professionalism in Foreign Language Education. Selected Papers from the 1987 Central States Conference; see FL 016 895. |5 ericd. | ||
| 520 | |a A discussion of the present potential impact of the American Council on the Teaching of Foreign Languages Oral Proficiency Interview (OPI) and Proficiency Guidelines on classroom teaching and curriculum design argues that proficiency-oriented instruction cannot and should not claim to be a new method for foreign language teaching. Although many teachers find that training in proficiency testing has an immediate and substantial impact on their classroom teaching, this impact is neither revolutionary nor unique to a proficiency orientation. Experience with proficiency concepts improves the teacher's ability to observe language use critically and pushes teachers to direct their classrooms toward purposeful communication in all four skill areas. Proficiency-oriented teaching is attractive because it embodies and builds on ideas from a variety of approaches, epecially communicative teaching. A proficiency-based curriculum starts with outcomes but does not prescribe practices. Most important, proficiency teaching brings teachers to a common dialogue, leading to reflection on and debate of issues in the theory and practice of second-language learning and teaching. (MSE) | ||
| 650 | 1 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Communicative Competence (Languages) |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Design. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Policy. |2 ericd. |
| 650 | 1 | 7 | |a Language Proficiency. |2 ericd. |
| 650 | 0 | 7 | |a Language Tests. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
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