Teaching English as a foreign/second language students with specific learning difficulties

Pižorn, Karmen (avtor), Košak Babuder, Milena (avtor)

Various European Commission policy documents highlight the importance of pluri/multilingual education and provide a number of arguments for such a policy; for example, (1) individuals who learn more languages have better personal and professional opportunities, (2) multilingual societies foster cultural awareness, mutual understanding and social cohesion, and (3) multilingual workers with intercultural competences are a vital resource for helping businesses succeed and grow in global markets (European Commission, 2012). The language that is most taught and assessed as a first foreign language is English: 97% of all young Europeans study English as a first foreign language. Eurydice reports that, in almost all European countries, English is the foreign language learnt by most students during primary and secondary education. It is also a mandatory foreign language in nearly all education systems that stipulate a particular foreign language that all students must study (Eurydice, 2017).

• Jezik: Slovenski jezik
• Ključne besede: angleščina
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.20 - Predgovor, uvodnik, spremna beseda
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Založnik: University of Ljubljana, Faculty of Education
• Leto izida: 2022
• Št. strani: Str. 7-11
• Številčenje: Vol. 12, no. 4
• PID: 20.500.12556/RUL-144255
• ISSN: 1855-9719
• COBISS.SI-ID: 137437187
• Datum objave v RUL: 09.02.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Ključne besede: english language