A “module” is a portion of such a curriculum. It is a relatively autonomous portion, since it is based on a limited number of objectives which the learner is expected to achieve and the school is expected to be able to assess and certify. This certification can be used as part of a unit-credit system, so that at each stage of the curriculum (at school, as well as after school) one should be able to demonstrate what sort of language competence she/he has actually achieved. Modules are relatively autonomous, because, especially in the early stages of language learning, one cannot give up the ideas of a sequence of learning steps and of a spiral , recursive approach to language. So it is legitimate to talk about the integration of basic, intermediate, and advanced modules. However, the basic idea of modularity is that at all levels there should be the opportunity to choose and combine modules in different ways according to the context of each particular teaching situation. Modules are not limited to the “core” language syllabus. It is possible to envisage and implement, for example, cross-curricular modules (involving several school subjects), project modules (aimed at carrying out a particular project) as well as remedial or development modules.
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Answer:
A “module” is a portion of such a curriculum. It is a relatively autonomous portion, since it is based on a limited number of objectives which the learner is expected to achieve and the school is expected to be able to assess and certify. This certification can be used as part of a unit-credit system, so that at each stage of the curriculum (at school, as well as after school) one should be able to demonstrate what sort of language competence she/he has actually achieved. Modules are relatively autonomous, because, especially in the early stages of language learning, one cannot give up the ideas of a sequence of learning steps and of a spiral , recursive approach to language. So it is legitimate to talk about the integration of basic, intermediate, and advanced modules. However, the basic idea of modularity is that at all levels there should be the opportunity to choose and combine modules in different ways according to the context of each particular teaching situation. Modules are not limited to the “core” language syllabus. It is possible to envisage and implement, for example, cross-curricular modules (involving several school subjects), project modules (aimed at carrying out a particular project) as well as remedial or development modules.
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