By Francois Carlier
L’anglais n’a plus de secrets and techniques pour vous ? En êtes-vous bien sûr ?
Bien qu’il s’agisse de los angeles même langue, on recense de nombreuses différences entre les variétés britannique et américaine. Par exemple, un curriculum vitae en Grande-Bretagne est un résumé aux États-Unis ; le store britannique devient un shop américain… et los angeles liste est longue !
Pour vous aider à faire le element, vous trouverez dans ce consultant l’essentiel des différences à connaître. Vous pourrez ainsi utiliser le mot juste pour vous faire comprendre sans problèmes et éviter de fâcheuses incompréhensions des deux côtés de l’Atlantique !
Visitez le weblog de l'auteur, François Carlier
Read Online or Download Anglais ou Américain ? les différences à connaître PDF
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Additional resources for Anglais ou Américain ? les différences à connaître
The graded test movement, itself the product of local initiatives, further encouraged co-operation and the pullingtogether of ideas DIVERSIFICATION IN MODERN LANGUAGE TEACHING 33 within LEAs. 4 And in the early 1980s there was much anticipation of a promised DES consultative document on language teaching which it was hoped would help to establish something approaching a national policy for England and Wales. The mood was ripe for such an initiative. The Schools Council too addressed itself both to the question of languages other than French in the curriculum and to the precarious position of the second foreign language.
Schools were required to offer at least one language from the first schedule as the first foreign language; they would be able to offer in addition any language from the second schedule, and that language could be chosen by pupils as their ‘National Curriculum language’, provided that an EC language was also on offer. The two schedules, creating as they did the impression of a classification into first- and second-class languages, proved highly controversial. Those involved with ‘community’ languages were outraged that the languages for whose place on the curriculum they had long been fighting were not accorded parity with European languages; Russian teachers were offended by the assumption that a language like Danish appeared to be more important than the mother tongue of some 150 million people.
This forerunner of Modern Languages in Comprehensive Schools, in which the ‘total impact’ of changes since the Second World War, and especially since the late 1950s, is described as having led to a situation of ‘growing concern’ about the future. devotes a paragraph to languages other than French: The position of languages other than French…is frequently the source of adverse comment and, given Britain’s present position in Europe and in the world, is perhaps hard to justify. While other countries can find good reasons for offering their pupils English as a first foreign language, we cannot so easily justify our preference for French.