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...
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Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquée
2010
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ftuninewbrunojs:oai:ojs.journals.lib.unb.ca:article/19827 2023-05-15T17:22:42+02:00 Transdisciplinary Approach and Intensity in Second Language Learning/Teaching Netten, Joan Germain, Claude 2010-04-20 application/pdf https://journals.lib.unb.ca/index.php/CJAL/article/view/19827 eng fra eng fre Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquée https://journals.lib.unb.ca/index.php/CJAL/article/view/19827/21596 https://journals.lib.unb.ca/index.php/CJAL/article/view/19827/21597 https://journals.lib.unb.ca/index.php/CJAL/article/view/19827 Copyright (c) 2015 Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée Canadian Journal of Applied Linguistics; Vol. 3 No. 1-2 (2000): 107-122 Revue canadienne de linguistique appliquée; Vol. 3 No. 1-2 (2000): 1920-1818 1481-868X info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2010 ftuninewbrunojs 2022-07-11T11:55:13Z 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 ... Article in Journal/Newspaper Newfoundland Terre-Neuve University of New Brunswick: Centre for Digital Scholarship Journals Newfoundland |
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University of New Brunswick: Centre for Digital Scholarship Journals |
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English French |
description |
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 ... |
format |
Article in Journal/Newspaper |
author |
Netten, Joan Germain, Claude |
spellingShingle |
Netten, Joan Germain, Claude Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
author_facet |
Netten, Joan Germain, Claude |
author_sort |
Netten, Joan |
title |
Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
title_short |
Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
title_full |
Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
title_fullStr |
Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
title_full_unstemmed |
Transdisciplinary Approach and Intensity in Second Language Learning/Teaching |
title_sort |
transdisciplinary approach and intensity in second language learning/teaching |
publisher |
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquée |
publishDate |
2010 |
url |
https://journals.lib.unb.ca/index.php/CJAL/article/view/19827 |
geographic |
Newfoundland |
geographic_facet |
Newfoundland |
genre |
Newfoundland Terre-Neuve |
genre_facet |
Newfoundland Terre-Neuve |
op_source |
Canadian Journal of Applied Linguistics; Vol. 3 No. 1-2 (2000): 107-122 Revue canadienne de linguistique appliquée; Vol. 3 No. 1-2 (2000): 1920-1818 1481-868X |
op_relation |
https://journals.lib.unb.ca/index.php/CJAL/article/view/19827/21596 https://journals.lib.unb.ca/index.php/CJAL/article/view/19827/21597 https://journals.lib.unb.ca/index.php/CJAL/article/view/19827 |
op_rights |
Copyright (c) 2015 Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée |
_version_ |
1766109523252084736 |