Immersion and content-oriented language teaching
Didactic sequences and insertion into primary school’s curriculum
Teaching and learning languages, assessing and evaluating language skills
Laurent Gajo, UNIGE
08.2016 to 12.2019
Gabriela Steffen, Ivana Vuksanović, Audrey Freytag (UNIGE)
This project aims at documenting and discussing the conditions for implementing bilingual teaching at primary school level based on two main issues:
- What are the specific didactic components for bilingual teaching in primary school, bearing in mind that the boundaries between subjects are flexible but that learning a first foreign language usually starts in HarmoS grade 5?
- What is the minimum requirement in a bilingual education? Are we facing a quantitative problem (a certain amount of time spent in L2) or a qualitative issue (a specific vision of the curriculum)?