Обучение на иностранном языке и двуязычное образование в Великобритании и Испании: исследование сходств и различий
Аннотация
Изучение языка как средства, способствующего межкультурной грамотности и коммуникации, а также профессиональному благополучию граждан, является сегодня одной из главных целей образовательных систем во всем мире. В Европе было опубликовано несколько руководств, и значительные усилия были направлены на поощрение развития качества обучения на иностранных языках и двуязычного образования для улучшения коммуникативных навыков граждан. Несмотря на то, что в 1990-х - начале 2000-х в некоторых районах Великобритании предпринимались попытки повысить уровень владения иностранными языками, страна традиционно не относила языки к числу своих образовательных приоритетов. Тем не менее, Brexit, как представляется, увеличил потребность в изучении языков в стране. Однако в некоторых других европейских странах с начала 2000-х внедряется интегрированный предметно-языковой подход в обучении (CLIL) - аддитивный билингвальный подход. Учитывая, что административные части в Великобритании и регионы в Испании имеют свободу в организации образовательной деятельности, анализ предоставления образования на иностранном языке и двуязычное образование в Великобритании и Испании видится актуальным. В данной статье представлены результаты систематического обзора литературы 2012-2020 гг. в области обучения на иностранном языке и двуязычного образования в данных двух странах. Рассматриваются различия, существующие в Соединенном Королевстве в области преподавания иностранных языков, и информации о применении CLIL в некоторых регионах Испании. Результаты показывают, что преподавание иностранных языков ведется по всему Соединенному Королевству, в то время как двуязычное образование предлагается на валлийском, ирландском и гэльском языках, хотя CLIL также внедряется в Англии.
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