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Tác giả CN
| Hinton, Leannc. | |
Nhan đề
| Language revitalization and language pedagogy: new teaching and learning strategies /Leannc Hinton | |
Thông tin xuất bản
| 2011 | |
Mô tả vật lý
| p. 307-318 | |
Tóm tắt
| Language learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language re¬vitalization. The teaching of ‘foreign languages’, ‘majority languages’, ‘heritage lan¬guages’ and endangered languages is compared in this paper. Because of the paucity of language teaching resources for endangered languages, and especially because of the special goals of learning for language revitalization, individuals and communities and the professionals who work with them are developing novel ways of teaching and learning their ancestral language, to meet the goals of language learners and their communities | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Indigenous languages. | |
Thuật ngữ không kiểm soát
| Language learning methods. | |
Thuật ngữ không kiểm soát
| Language teaching methods. | |
Thuật ngữ không kiểm soát
| Languages without speakers. | |
Thuật ngữ không kiểm soát
| Language revitalization. | |
Thuật ngữ không kiểm soát
| Immersion schools. | |
Nguồn trích
| Language and education- 2011, Vol25, N.3 |
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| 005 | 202007220904 |
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| 008 | 160819s2011 | a 000 0 eng d |
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| 009 | 1 0 |
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| 039 | |a20200722090444|bhuongnt|y20160819103721|zkhiembt |
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| 041 | 0|aeng |
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| 100 | 1|aHinton, Leannc. |
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| 245 | 10|aLanguage revitalization and language pedagogy: new teaching and learning strategies /|cLeannc Hinton |
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| 260 | |c2011 |
|---|
| 300 | |ap. 307-318 |
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| 362 | 0|aVol. 25 (July 2011) |
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| 520 | |aLanguage learning and teaching of endangered languages have many features and needs that are quite different from the teaching of world languages. Groups whose languages are endangered try to turn language loss around; many new language teaching and learning strategies are emerging, to suit the special needs and goals of language re¬vitalization. The teaching of ‘foreign languages’, ‘majority languages’, ‘heritage lan¬guages’ and endangered languages is compared in this paper. Because of the paucity of language teaching resources for endangered languages, and especially because of the special goals of learning for language revitalization, individuals and communities and the professionals who work with them are developing novel ways of teaching and learning their ancestral language, to meet the goals of language learners and their communities |
|---|
| 650 | 17|aNgôn ngữ|2TVĐHHN. |
|---|
| 653 | |aIndigenous languages. |
|---|
| 653 | |aLanguage learning methods. |
|---|
| 653 | |aLanguage teaching methods. |
|---|
| 653 | |aLanguages without speakers. |
|---|
| 653 | 0|aLanguage revitalization. |
|---|
| 653 | 0 |aImmersion schools. |
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| 773 | 0|tLanguage and education|g2011, Vol25, N.3 |
|---|
| 890 | |a0|b0|c0|d0 |
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