Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
Pour l'enseignement secondaire et fondamental, préparations, ressources pédagogiques en ligne, cours, leçons et séquences didactiques pour les professeurs et enseignants
Creese criticizes the approach to CBLT in western countries. It has been claimed that the UK approach cannot be considered content-based language teaching. Creese’s study supports this, by arguing that:
•the EAL teacher does most of the language work while the subject teachers focus on the curriculum work
•when teachers focus on the referential (as opposed to metalinguistic) function of language they concentrate mainly on introducing new vocabulary.
A live-coding Processing environment addresses neither of these goals. JavaScript and Processing are poorly-designed languages that support weak ways of thinking, and ignore decades of learning about learning. And live coding, as a standalone feature, is worthless
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