Synopsis
Diversification in Modern Language Teaching provides language teachers and heads of departments with the evidence with which to decide if diversification is right for them. It presents findings from a longitudinal study, the Oxford Project on Diversification of First Foreign Language Teaching (OXPROD), which looked both at pupils' learning experiences and at the organizational questions effecting schools in which the policy had been implemented.
Throughout, the text argues that the decision on whether to diversify first foreign language provisions must be a purely educational one, based on pupil motivation and accessibility as well as particular local strengths among staff and parents. Writing in clear, direct language, the authors draw on reliable research evidence and tested experience. The book is directed towards language teachers, advisors, and teacher educators.\