By Sarah Cunningham, Peter Moor
* a spotlight on high-frequency priceless vocabulary is helping scholars say what they wish to claim * usual, well-structured conversing initiatives motivate scholars to specific themselves extra widely and fluently *'Do You take into accout' sections in each unit and additional Consolidation modules supply typical evaluation and consolidation * scholar Books contain Mini-Dictionary to assist rookies learn independently.
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Extra resources for Cutting Edge. Intermediate Students' Book
English and other European languages We shall see in Chapter Four the policies which have been adopted at government level with regard to the teaching of English. The present chapter will concentrate on the history and current state of the teaching of English and other European languages in Japanese schools. e. to treat English as a living language rather than as an object of study. Ironically, in view of the direction the curriculum later took, listening and speaking were listed as primary skills, reading and writing as secondary skills.
Whereas Cantonese was spoken by the majority of the prewar immigrants, the majority of the postwar influx speak Mandarin (Maher 1995b: 127). Outside the Chinese community schools, Chinese (Mandarin), like Korean, is taught in a number of other schools: in a 1998 report by The Japan Forum, 353 schools across Japan, many of them private schools, either taught Chinese or intended to introduce it by 2001, compared to 165 with Korean (52 schools offered both). This reflected a big increase for both languages since 1987, thought to be the result of the release in that year of the final report of the Ad-Hoc Council on Education which recommended inter alia that the range of elective subjects in the high school curriculum be expanded.
In the case of foreign language study, it is English which has proved the hegemonic power which has eclipsed the study of other foreign languages in a short-sighted approach to foreign language policy, although we are seeing encouraging signs with the growth in the number of schools offering Korean and Chinese. In the private sector, of course, other languages are available on demand for those willing to pay; the public sector, however, has a long way to go to achieve a reasonable spread of language provision.