By Steven G. Krantz (Editor) Gary R. Jensen (Editor)
Articles during this booklet conceal a variety of very important issues in arithmetic, and are in keeping with talks given on the convention commemorating the a hundred and fiftieth anniversary of Washington college in St. Louis. the amount is prefaced by way of a short historical past of the Washington college division of arithmetic, a roster of these who bought the PhD measure from the dept, and an inventory of the Washington college division of arithmetic college because the founding of the college
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Extra info for 150 Years of Mathematics at Washington University in St. Louis
Reality: significant research suggests the adolescent years may be the worst possible time to introduce language learning. Furthermore, full competence takes many years to develop. One size does not fit all. (6) Where will these languages be taught? Myth: the only appropriate place for teaching to occur is in the formal classroom. Reality: learners need contact with authentic communities of speakers. (7) How will success be determined? Myth: "standardized" tests determine proficiency. Reality: the very existence of "standardized" tests is in question, and, whatever such tests may measure, it is certainly not communicative competence but is, on the contrary, likely to include only grammar and vocabulary.
Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada. O. Box 586, Artarmon, NSW, Australia. Copyright © 2000 Joan Kelly Hall, William G. Eggington and the authors of individual articles. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Printed and bound in Great Britain by the Cromwell Press Ltd. Page v CONTENTS Foreword Robert B. Kaplan vii Introduction 1 Section 1: Language Politics, Language Practices, and English Teaching 5 1 Policy and Ideology in the Spread of English James W.
Edna's experience shows that the phenomenal spread of English worldwide has not resulted in equal status or equal treatment for all speakers of English. Thus we are confronted with a paradox: at a time when English is widely seen as a key to the economic success of nations and the economic well-being of individuals, the spread of English also contributes to significant social, political, and economic inequalities. In order to understand this paradox, we must critically examine the spread of English as an international language and the forces responsible for its rapid dissemination.