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LUISA VALLÉS FERRER 《欧洲师范教育杂志》1989,12(2):97-106
We all learn language. This does not mean, however, that we have a clear‐cut picture of how the language learning process takes place, nor what it looks like. Over the centuries implicitly or explicitly we have used theories of language learning and consequently theories of teaching them. One such theory which has its roots in the past is the basis of the free oral expression approach. In this approach, the learner and his acquisition process are the centre of the teacher's interventions. Logically such an approach entails consequences for the training and education of language teachers. 相似文献
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ALEJANDRO TIANA FERRER 《European Journal of Education》2010,45(4):601-611
The Bologna Process is one of the major developments to have taken place in higher education in recent centuries. It has had an impact beyond European borders and repercussions in other parts of the world. Ibero-America has also sat up and taken note, even though scholars agree that there would be difficulties with its direct implementation in the region. Specialised opinions like these might suggest the initiative could not be implemented elsewhere. There can be no doubt, however, about the influence of the Bologna Process. On the one hand, the European Union has promoted and sponsored projects which involve transferring specific instruments (like Tuning) to the Ibero-American region. On the other, Latin America faces integration and globalisation challenges that are similar to Europe's and these, in turn, call for the development of approaches and instruments that will facilitate academic mobility and increase the transparency of degrees and qualifications. The recent impetus injected by the Ibero-American Summits into the Ibero-American Knowledge Space also seeks to help build common ground in higher education, scientific research and technological development. 相似文献
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