A guide for teachers and schools
to using foreign
languages in content teaching
Maria Pavesi
Daniela Bertocchi
Marie Hofmannová
Monika Kazianka
General editor: Gisella Langé
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T H R O U G H A F O R E I G N L A N G U A G E
Teaching
through a foreign
language
I am extremely pleased to have this opportunity to write a prefatory note
for this publication.
I am particularly pleased to do so in my present role as the Minister of
Education of a country belonging to the European Union and the
European Council. The Union and the Council have repeatedly insisted
on the great importance of the learning of foreign languages along with
the national language, for different reasons such as achieving good
academic standards, but also for the reinforcement of positive
relationships between peoples, and specifically among the peoples of
the European Union.
Italy, after years of uncertainty, has started to pursue this goal, first
through extensive ministerial pilot programmes, and then by deciding
to introduce a first foreign language in the first year of primary school,
and a second foreign language in the fifth. It was also decided that one
of these two languages should be English, but without it being
necessarily the first one.
Consequently, I am also pleased to be given this opportunity to set
down on record the decision taken by Italy, the country of which I am
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