Primary to Secondary Lote Articulation

A Local Case in Australia

Datos Bibliográficos

ID8939519
AutoresRobert C Kleinsasser (0000-0002-4453-6099, The University of Queensland, autor de correspondencia)
Año2001
Volumen34
Número3
Páginas193-205
Fecha de publicación2001-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2001.tb02401.x
OpenAlexW1991591636
IdiomaEN
Citas recibidas4
Referencias citadas10

In this study of articulation issues related to languages other than English ( LOTE ) , “articulation” is defined and the challenges surrounding it are overviewed. Data taken from an independent school's admission documents over a 4‐year period provide insights and reveal trends concerning students' preferences for language study, LOTE study continuity, and reasons for LOTE selection. The data also provides an accounting of some multiple LOTE learning experiences. The analysis indicates that many students who begin a LOTE in the early grades are thwarted in becoming proficient, because ( 1 ) continuation in the language is impossible due to unavailability of instruction; ( 2 ) expanded learning is hampered by teachers' inability to deal with a range of learners , ( 3 ) extended learning is hampered by administrative decisions or policies, or ( 4 ) students lose interest in the first LOTE and switch to another: Finally, a call is made for data gathering and research in local contexts to gain a better understanding of LOTE articulation challenges at the local, state, national, and international levels

Articulation (sociology · Linguistics · Political science · Statistics · Unavailability · EFL/ESL Teaching and Learning · Law · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching