Transdisciplinary Approach and Intensity in Second Language Learning/Teaching
This article explores the concept and role of intensity in the research project on Intensive Core French in the province of Newfoundland and Labrador. Intensity in this project is characterized by a reorganization of the timetable and a reorientation of the curriculum. The theoretical foundation of...
| Main Authors: | , |
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| Format: | Article in Journal/Newspaper |
| Language: | English French |
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Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquée
2010
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| Subjects: | |
| Online Access: | https://journals.lib.unb.ca/index.php/CJAL/article/view/19827 |
| Summary: | This article explores the concept and role of intensity in the research project on Intensive Core French in the province of Newfoundland and Labrador. Intensity in this project is characterized by a reorganization of the timetable and a reorientation of the curriculum. The theoretical foundation of the project – a transdisciplinary approach to second language learning/teaching – is based on Cummins's hypothesis on the interdependence of languages, a sociopsychological theory of development, and Vygotsky's conception of the relationship between instruction and development. A model is developed in order to illustrate the relationship between second language learning and the development of cognitive, social and personal capacities and organizational skills. It is argued that the types of teaching strategies used in second language classrooms have important effects on the development of these capacities. The transdisciplinary approach developed in our research project, which tests on the concept of intensity and implies the compacting of the curriculum both in English and other subjects, enhances the effects of second language instruction. Cet article examine le concept d'intensité et son rôle dans le projet de recherche sur le français intensif dans la province de Terre-Neuve et du Labrador. Dans ce projet, le concept d'intensité implique une réorganisation de la grille-horaire ainsi qu'une réorientation du curriculum. Les fondements théoriques du projet – une approche transdisciplinaire dans l'apprentissage/enseignement de la langue seconde – prennent en compte à la fois l'hypothèse de Cummins sur l'interdépendance entre les langues, la psychologie sociale du développement, et la conception de Vygotsky sur les relations entre l'enseignement et le développement. Les auteurs développent un modèle illustrant les relations entre l'apprentissage d'une langue seconde et le développement des capacités cognitives, sociales et personnelles de l'apprenant ainsi que ses habiletés méthodologiques. Ils affirment que la ... |
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