Hostname: page-component-7bb8b95d7b-dtkg6 Total loading time: 0 Render date: 2024-10-02T23:20:11.921Z Has data issue: false hasContentIssue false

Primary foreign language teaching in Europe – trends and issues

Published online by Cambridge University Press:  12 June 2009

Angelika Kubanek-German
Affiliation:
Catholic University of Eichstätt, Germany

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Survey Article
Copyright
Copyright © Cambridge University Press 1998

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

Académie De Strasbourg - Rectorat (1992ff.). [Evaluation of the Alsatian early immersion programmes.]Google Scholar
Amt Fur Schule (1995). [Informarionsbroschure Englisch in der Grundschule.] Hamburg.Google Scholar
Andreas, R. (1996). Fremdsprachen in der Grundschule: Ziele, Unterricht and Lernerfolge. Ergebnisse der Begleituntersuchungen. München: Institut fur Schulpädagogik und Bildungsforschung.Google Scholar
Apeltauer, E. (1997). Grundlagen des Erst- und Fremdsprachenerwerbs. Munich: Langenscheidt.Google Scholar
Arnau, J. & Artigal, J. M. (eds.) (1998). Els programmees d'immersió: una perspectiva europea. Barcelona. [Proceedings of the third European Conference on Immersion Programmes, September 1996.]Google Scholar
Bailly, D. & Luc, C. (1992). Approche d'une langue étrangere a l'école. Études psycholinguistiques et aspects didactiques (Vol, 2). Paris: INRP.Google Scholar
Baker, C. & Prys Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon: Multilingual Matters.Google Scholar
Balke, G. (1991). Multilevel factor analysis of proficiency in English as a foreign language. Paper presented at the symposium Multilevel factor analysis: applications to education. Annual meeting of American Educational Research Association, Chicago.Google Scholar
Blondin, CH., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., Taeschner, T. (1998). Foreign languages in primary and pre-school education: contexts and outcomes. London: CILT. [German version (1998). Fremdsprachen fur die Kinder Europas. Ergebnisse und Empfehlungen der Forschung. Berlin: Cornelsen. French version: Les langues etrangeres dès l'école primaire ou maternelle: quels résultats, a quelles conditions? Brussels: De Boeck.]Google Scholar
Bichsel, P. (1995). Es gibt nur eine Sprache. Schulpraxis, issue 3, 914.Google Scholar
Byram, M. et al. (1996). Young people facing difference. Strasbourg: Council of Europe.Google Scholar
Campo, O. (1996). A scuola si raccontano le favole. Un'esperienzadidattica col format. Tesi di Laurea, Facolta di Psicologia, Università di Roma ‘La Sapienza’.Google Scholar
Charmeux, E. (1992). Maitrise du francais et familiarisation avec d'autres langues. Repères, 6, 155–72.CrossRefGoogle Scholar
Clenton, D. (1997). Teaching EFL to young learners using CD-Rom. In McLean, A.C. (ed.), SIC selections 1997. Whitstable: IATEFL, 119–22.Google Scholar
Coste, D., North, J., Sheils, J. & Trim, J. L. M. (1998). Languages: learning, teaching assessment. A common European Framework of Reference. Language Teaching, 31, 3, 136–51.Google Scholar
Council For Cultural Co-Operation (1997). European language portfolio. Proposals for development. Strasbourg.Google Scholar
Council Of Europe (1996). Modern languages: learning, teaching, assessment. A common European Framework of Reference. Draft 2. Strasbourg.Google Scholar
De Leeuw, H. (1997). English as a foreign language in the Germanelementary school. What do the children have to say? Tubingen: Narr.Google Scholar
Djigunovich, J. M. (1995). Attitudes of young foreign-language learners: a followup study. In Vilke, M. (ed.), Children and foreign languages, Zagreb: University of Zagreb, Faculty of Philosophy, 1633.Google Scholar
Doyé, P. & Hurrell, A. (eds.) (1997). Foreign language learning inprimary schools (age 5/6 to 10/11). Strasbourg: Council of Europe.Google Scholar
Edelenbos, P. (1990). Leergangen voor Engels in het basisonderwijsvergeleken. Dissertation, University of Groningen. Groningen: RION.Google Scholar
Edelenbos, P. & Johnstone, R. (eds.) (1996). Researching languages at primary school. Some European perspectives. London: CILT.Google Scholar
Edelenbos, P., Pijl, Y.J. & Vinjé, M. P. (1993). Verschillen in hetbeheersingsniveau van het Engels tussen allochtone en autochtoneleerlingen. Groningen: RION.Google Scholar
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.Google Scholar
Endt, E. & Kirsch, D. (1996). Primarschulbibliothek. Munich: Goethe Institut.Google Scholar
Europaische Kommission (1995). Schlüsselzahlen zum Bildungswesen in der Europäischen Union. Luxemburg: Amt fur amtliche Veroffendichungen der Europaischen Gemeinschaften.Google Scholar
Europaische Kommission, DGXXII (1997). Studien Nr. 6. Lernen lebender Fremdsprachen an den Schulen der EuropdischenUnion. Luxemburg: Amt fur amtliche Veroffendichungen der Europaischen Gemeinschaften.Google Scholar
European Commission (1995). Teaching and learning: Towards the learning society. White paper. Brussels.Google Scholar
European Commission, DGXXII (1997). Le Magazine, issue 8.Google Scholar
Favard, J. (1992). Les langues etrangeres a I'ecole primaire: la problématique française. In Arnsdorf, D., Boyle, H., Chaix, P. & O'Neil, C. (eds.), L'apprentissage des langues étrangères ft l'écoleprimaire, Paris: Didier Erudition, 2938.Google Scholar
Favard, J. (1993). L'initiation aux langues etrangeres a l'ecole primaire: bilan de trois annees d'apprentissage. Bulletin de l'ADEAF, 43, 812.Google Scholar
Gangl, R. (1997). Learning through interaction — a discourse modelfor FLT to primaries. Doctoral thesis, Karl-Franzensuniversitat, Graz, Ms.Google Scholar
Genelot, S. (1996). L'enseignement des langues à l'ecole primaire:quels acquis pour quels effets au college? Éléments d'évaluation: le cosde l'anglais (Les Notes de l'Iredu). Dijon: Institut de Recherche sur l'Économie de l'Éducation.Google Scholar
German, C. (1997). Portugal: Vom ‘revolutionären Laboratorium für Europa’ in die Spitzengruppe der Euro-Kandidaten. Zeitschrift für Politikwissenschaft, 7, 863–84.Google Scholar
Gika, S. (1997). The context of early modern foreign language teaching and the teachers involved in Spain, Italy, England and Greece. In Karavas-Doukas, K. & Rea-Dickins, P. (eds.), 202–12.Google Scholar
Goethe-Institute (1997). Niirnberger Empfehlungen. Koln: Dürr und Kessler for the Goethe-Institute.Google Scholar
Graf, P. (1997). Lernen in zwei Sprachen. Konzeptuelle Grundlagen. Bildung und Erziehung 50, 1, 2350.CrossRefGoogle Scholar
Graf, P. & Tellmann, H. (1997). Vom frühen Fremdsprachenlernen zum Lernen in zwei Sprachen. Schulen auf dem Weg nach Europa. Frankfurt: Lang.Google Scholar
Groupe Nationals D'Experts (1996). L'initiation a une langue au cours élémentaire, première annee. Rapport d'étape. Paris: Ministère de l'Éducation.Google Scholar
Haenisch, H. & Thürmann, R. (1995). Begegnung mit Sprachen in der Grundschule. Eine empirische Untersuchung zum Entwicklungsstand, der Akzeptanz und zu den Realisierungsformenvon Begegnung mit Sprachen in den Grundschulen Nordrhein-Westfalens. Soest: Landesinstitut fiir Schule und Weiterbildung.Google Scholar
Helfrich, H. (1995). Evaluation des Modelversuchs ‘Integrierte Fremdspracharbeit an Grundschulen in Rheinland-Pfalz’. In Staatliches Institut fur Lehrerfort-und-weiterbildung, Entwicklung und Erprobung eines didaktischen Konzepts zur Fremdsprachenarbeit in der Grundschule, Abschlußbericht. Speyer, 97122.Google Scholar
Howatt, A. (1984.) A history of English language teaching. Oxford: Oxford University Press.Google Scholar
Hunfeld, H. (1997). Zur Normalitat des Fremden. Voraussetzungen eines Lehrplans fur interkulturelles Lernen. In BMW, AG (ed.), LIFE. Ideen und Materialien für interkulturelles Lernen. Munich, part 1.1.1. [available free of charge from Public Relations Department of BMW AG].Google Scholar
Hunfeld, H. (1998). Die Normalitat des Fremden. Waldsteinberg: Popp.Google Scholar
Jantscher, E. (1998). Frühes Fremdsprachenlernen. Eine Bestandsaufnahme aus österreichischer Sicht. Graz: Zentrum fur Schulentwicklung, Bereich III. Fremdsprachen. [8010 Graz, Hans-Sachs-Gasse 3/1.]Google Scholar
Johnson, R. K. & Swain, M. (1997). Immersion education. International perspectives. Cambridge: Cambridge University Press.Google Scholar
Kahl, P. & Knebler, U. (1996). English in der Grundschule, und dann? Evaluation des Hamburger Schulversuchs. Berlin: Cornelsen.Google Scholar
Karavas-Doukas, E. (1996). Evaluating the implementation of an EFL innovation in Greek public secondary schools. In Rea-Dickins, P. (ed.), Issues in applied linguistics: evaluation perspectives. Vol. I. University ofWarwick/CELSE, 4971.Google Scholar
Karavas-Doukas, K. & Rea-Dickins, P. (eds.) (1997). Warwick Euroconference: The teaching of foreign languages in European primary schools. Evaluatiing innovation and establishing research priorities. 2024 April, University of Warwick. Proceedings.Google Scholar
Kerr, Judith (1995). When Hitler stole pink rabbit. London: Collins (repr.).Google Scholar
Kubanek-German, A. (1996a). Kindgemäβter Fremdsprachen unterricht. Zur Entwicklung eines Leitbegriffs früh beginnender fremdsprachlicher Lehre. Habilitationsschrift. Catholic University of Eichstätt. [to be published winter 1998. Münster: Waxmann.]Google Scholar
Kubanek-German, A. (ed.) (1996b). Immersion - Fremd sprachenlernen - Primarbereich. Munich: Goethe Institut [distributor: HueberVerlag Munich].Google Scholar
Kubanek-German, A. (1997). ‘Aglimpse of something beyond’ - Zum Sinn des Erzählens im frühen Fremdsprachenunterricht. In: Wendt, M. & Zydatiss, W. (eds.), Fremdsprachliches Handeln im Spannungsfeld von Prozeβ und Inhalt. Bochum: Brockmeyery, 138–46.Google Scholar
Landesinstitut Fur Schule Und Weiterbildung (1997). Wege zur Mehrsprachigkeit. Informationen zu Projekten des sprachlichen und interkulturellen Lernens. Soest.Google Scholar
Lerna, A. & Taeschner, T. (1993). Progetto Europeo di cooper azione: L'insegnamento della seconda lingua a bambini dai 3 ai 10 anni. Rapporto Tecnico, Università degli Studi di Roma ‘La Sapienza’.Google Scholar
Lengyel, Z. (1995). Some critical remarks on the phonological component. In Singleton, D. & Lengyel, Z. (eds.), The age factor in second language acquisition. Clevedon: Multilingual Matters, 124–34.CrossRefGoogle Scholar
Lietuvos Respublikos Svietimo Ir Mokslo Ministerija (1998). Statistische Daten über die allgemeinbildenden Schulen Litauens im Schuljahr 1996/1997. Vilnius [internal statistics of the Ministry of Education and Science of the Republic of Lithuania].Google Scholar
Lightbown, P. & Spada, N. (1993). How languages are learned. Oxford: Oxford University Press.Google Scholar
Low, L., Brown, S., Johnstone, R. & Pirrie, A. (1995). Foreignlanguages in Scottish primary schools — evaluation of the Scottish pilot projects: Final Report to Scottish Office. Stirling: Scottish CILT.Google Scholar
Low, L., Duffield, J., Brown, S. & Iohnstone, R. (1993). Evaluating foreign languages in Scottish primary schools. Report toScottish Office. Stirling: Scottish CILT.Google Scholar
Luc, C. (1992). Approche d'une langue étrangère a l'école. Perspectives de l'apprentissage (Vol i). Paris: INRP.Google Scholar
Lüdi, G. (1997). Objectif: plurilinguisme individuel pour la Suisse du troisième millénaire? [Manuscript for EKD (=Swiss Board of Education)]. Bern.Google Scholar
Malmberg, P. (ed.) (1997). The Swedish STRIMS project. Uppsala University, In-Service Training Department.Google Scholar
Ministerio Da Educacao (1996). Despacho N° 60/SEEI/96. Lisbon.Google Scholar
Ministerio Da Educacao (1997). [Regional statistics on primary foreign language classes, autumn.] Lisbon.Google Scholar
Mitchell, R., Martin, C. & Grenfell, M. (1992). Evaluation ofthe Basingstoke primary schools language awareness project: 1990/91. Southampton University: Centre for Language in Education, Occasional Paper 7.Google Scholar
Nagy, C. (1996). L'éveil au language: contribution a une etude de l'activité métalangagière de l'enfant a l'ecole elementaire. Doctoral thesis, Grenoble.Google Scholar
Neumann, U. & Gogolin, I. (1997). Großstadt-Grundschule. Minister 1997.Google Scholar
Nledersächsisches Landesinstitut Fur Fort-Und Weiterbildung in Schulwesen Und Medienpädagogik (ed.) (1997). Fremdsprachen in der Grundschule. EineBestandsaufnahme im internationalen Vergleich. Hildesheim.Google Scholar
Nlkolov, M. (1997). Natural born speakers of English. Research on young learners' interaction in foreign language classrooms. Presented at the 4th conference of the European Society for the Study of English, Debrecem, 5–9 September.Google Scholar
Nikula, T. & Marsh, D. (eds.) (1997). Vieraskielisen opetuksentavoitteet ja toteuttaminen. Helsinki: Opetushallitus. [Content and language integrated learning.]Google Scholar
Ortmann, W.-D. & Schumann, J. (1997). Datenbank Deutsch als Fremdsprache. [Update Summer 1997, 12 floppy disks, partly on Goethe-Institute homepages.]Google Scholar
Peltzer-Karpf, A., Hasiba, U. & Zangl, R. (1996). Lollipop Programtn: Psycholinguistische Untersuchung zur vierten Klasse. Report, Karl-Franzens-Universität, Graz.Google Scholar
Peltzer-Karpf, A. & Zangl, R. (1997). Vier Jahre Vienna Bilingual Schooling: Eine Langzeitstudie. Graz: Zentrum fur Schulentwicklung. (= ZOOM Extraheft 1.)Google Scholar
Peltzer-Karpf, A. & Zangl, R. et al. (1998). Die Dynamik desfrühen Fremdsprachenerwerbs. Tubingen: Narr.Google Scholar
Pelz, M. & Bauer, E. (1990). Bilinguale Erziehung in einer Grenzregion. Kommunikation von Grundschulkindern in zweisprachigen Kontakten. Neusprachliche Mitteilungen, 43, 1517.Google Scholar
Pinto, M. A. (1993). Le dévelopement métalinguistique chez les enfants bilingues. Problématiques théoriques et résultats de recherche. Scientia Paedagogica Experimentalis, XXX, 1, 119–48.Google Scholar
Pinto M. A., Taeschner, T. & Titone, R. (1995). Second language teaching in Italian primary education. In Edelenbos, P. & Johnstone, R. (eds), Researching languages at primary school: some European perspectives, Stirling: Scottish GILT.Google Scholar
Radnai, Z. (1996). English in primary schools in Hungary. In Edelenbos, P. & Johnstone, R., (eds.), 1626.Google Scholar
Rea-Dickins, P. & Rixon, S. (1997). The assessment of young learners of English as a foreign language. In Clapham, C. & Corson, D. (eds.), Encyclopedia of language and education, Vol. 7:Language testing and assessment. Kluver Academic Publishers, 151–61.CrossRefGoogle Scholar
Richardson, T. (1998). Effective young learner courses. IATE-FLYoung Learner SIG Spring Neivsletter, 79.Google Scholar
Riccó, A. (1996). Italienischunterricht in der Deutsch-Italienischen Grundschule Wolfsburg. Hanover.Google Scholar
Rixon, S. (1992). English and other languages for younger children: practice and theory in a rapidly changing world. Language Teaching 25, 2, 7393.CrossRefGoogle Scholar
Sandfuchs, U. (1995). Schuhersuch ‘Deutsch-Italienische Grundschule’ Wolfsburg, gefördert aus Mitteln des Landes Niedersachsen und der EG-Kommission. Dresden.Google Scholar
Scottish Office, Education And Industry Department (1997). Educational research. A register of current educational researchprojects. Edinburgh.Google Scholar
Scottish Office, Education And Industry Department (1998). How good is our school? Self-evaluation using performanceindicators. Edinburgh.Google Scholar
Seebauer, R. (1997). Fremdsprachen in der Grundschule. Wien: Mandelbaum.Google Scholar
Singleton, D. & Lengyel, Z. (1995). The age factor in secondlanguage acquisition. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Stern, H.H. (1975). Foreign languages in primary education. Oxford: Oxford University Press.Google Scholar
Stern, H.H. & Weinrib, A. (1977). Foreign languages for younger children: trends and assessment. Language Teaching andLinguistics: Abstracts 10, 1, 525.Google Scholar
Taeschner, T. (1991). A developmental psycholinguistic approach tosecond language teaching. Ablex: Norwood.Google Scholar
Taeschner, T. (1993). Insegnare con ilformat. Rome: Anicia.Google Scholar
Tracer (1994 issue). Techniques Freinet en classe de langue. Dossier: apprentissage precoce des langues. N° 4, 1994.Google Scholar
Vlnjé, M. P. (1993). Balans van het Engels aan het einde van de basisschool. Ainhem: CITO.Google Scholar
Vrhovac, Y. (1995). Un an apres. L'analyse de la competence discursive des petits apprenants de francais. In Vilke, M. et al. (eds.), Children and foreign languages. University of Zagreb, Faculty of Philosophy, 3452.Google Scholar
Wode, H. (1988). Einführung in die Psycholinguistik. Munich: Hueber.Google Scholar
Zangl, R. & Peltzer-Karpf, A. (1998). Die Diagnose desfrühen Frem dsprachenverbs. Tübingen: Narr.Google Scholar