The socio-economic gap in foreign-language learning:
Teaching foreign languages has become a major goal for many education systems around the world. In today's increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2021
|
| Schriftenreihe: | PISA in Focus
|
| Schlagworte: | |
| Online-Zugang: | kostenfrei |
| Zusammenfassung: | Teaching foreign languages has become a major goal for many education systems around the world. In today's increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema. For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today's education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools |
| Beschreibung: | 1 Online-Ressource (8 Seiten) 21 x 28cm |
| DOI: | 10.1787/953199e1-en |
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| spelling | Salinas, Daniel Verfasser aut The socio-economic gap in foreign-language learning Daniel Salinas Paris OECD Publishing 2021 1 Online-Ressource (8 Seiten) 21 x 28cm txt rdacontent c rdamedia cr rdacarrier PISA in Focus Teaching foreign languages has become a major goal for many education systems around the world. In today's increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema. For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today's education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools Education https://doi.org/10.1787/953199e1-en Verlag kostenfrei Volltext |
| spellingShingle | Salinas, Daniel The socio-economic gap in foreign-language learning Education |
| title | The socio-economic gap in foreign-language learning |
| title_auth | The socio-economic gap in foreign-language learning |
| title_exact_search | The socio-economic gap in foreign-language learning |
| title_exact_search_txtP | The socio-economic gap in foreign-language learning |
| title_full | The socio-economic gap in foreign-language learning Daniel Salinas |
| title_fullStr | The socio-economic gap in foreign-language learning Daniel Salinas |
| title_full_unstemmed | The socio-economic gap in foreign-language learning Daniel Salinas |
| title_short | The socio-economic gap in foreign-language learning |
| title_sort | the socio economic gap in foreign language learning |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/953199e1-en |
| work_keys_str_mv | AT salinasdaniel thesocioeconomicgapinforeignlanguagelearning |