Depth or breadth? some issues in lote teaching
The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.
Published online: 01 January 1994
Bain, B. and A. Yu
Gibbons, J., W. White and P. Gibbons
Jakobovits, L. A.
Lambert, W. E. and Tucker, G. R.
Larsen-Freeman, D. and M. Long
Long, M. and P. Porter
Swain, M., S. Lapkin, N. Rowen and D. Hart
Cited by 9 other publications
Brown, Annie, Kathryn Hill & Noriko Iwashita
Gibbons, John & Lyn Ashcroft
This list is based on CrossRef data as of 17 august 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.