{"title":"学生对多语言学习制度化课程的概念和体验：以双外语课程为例","authors":"Zhibin Shan, Hao Xu","doi":"10.1080/07908318.2024.2313984","DOIUrl":null,"url":null,"abstract":"Whilst the existing literature on multilingual learning in curriculum has properly addressed a variety of instructional factors, few studies have been dedicated to investigating the influence of in...","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"6 1","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme\",\"authors\":\"Zhibin Shan, Hao Xu\",\"doi\":\"10.1080/07908318.2024.2313984\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Whilst the existing literature on multilingual learning in curriculum has properly addressed a variety of instructional factors, few studies have been dedicated to investigating the influence of in...\",\"PeriodicalId\":17945,\"journal\":{\"name\":\"Language, Culture and Curriculum\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2024-02-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language, Culture and Curriculum\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/07908318.2024.2313984\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language, Culture and Curriculum","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/07908318.2024.2313984","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme
Whilst the existing literature on multilingual learning in curriculum has properly addressed a variety of instructional factors, few studies have been dedicated to investigating the influence of in...
期刊介绍：
Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.
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