Noyau, C. (2011). The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 301-322.
摘要:This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment, notably the assessment modes fit to a competence-based approach (CBA), the implementation of qualification procedures (conception, application, marking) and their affordances and limits from the point of a curriculum designed to provide bilingual education. Adapted from the source document
关键词:applied linguistics, bilingualism, multilingualism, bilingual education, French, Elementary Education, Seychelles, Mali Country, Language Acquisition, Bilingual Education, Mauritania