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The present contribution
appeals for a holistic approach of the problems of foreign language
acquisition and instruction, and for an integrating view of
dynamic multilingual actions and teaching and learning control
by means of common standards. Furthermore, the article discloses
that important parts in language research are missng und thus
impeding reasonable decisions in education politics. These gaps
must be filled and, in order to maximize synergic effects, the
artificial division of research and instruction, in particular
of applied research, teachers‘ training and job, minimized
by some form of reflexivity practice. |
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