Şunu aradınız:: secondlanguage (İngilizce - Maltaca)

•systematically high standards and requirements for secondlanguage learning ;
• standards sistematikament għoljin u rekwiżiti għat-tagħlim tat-tieni lingwa ;

ssl teachers must be certified in secondlanguage teaching and follow an explicit curriculum.
l-għalliema tal-ssl għandhom ikunu ċċertifi kati fi t-tagħlim ta’ lingwa oħra u jsegwu kurrikulu espliċitu.

the jacobs foundation in switzerland supports summer camps for secondlanguage learners from immigrant families.
il-fondazzjoni jacobs fl -iżvizzera tappoġġja kampijiet tas-sajf għal dawk li ġejjin minn familji immigranti li jkunu qegħdin jitgħallmu t-tieni lingwa.

it follows that secondlanguage learning should integrate content learning corresponding to the lessons in the mainstream curriculum.
jirriżulta li t-tagħlim tat-tieni lingwa għandu jintegra it-tagħlim tal-kontenut li jikkorrispondi għal-lezzjonijiet fi l-kurrikulu prinċipali.

supplementary funding is less a cost than an investment for a city, region, or country with a population of secondlanguage learners.
finanzjar supplementari huwa spiża aktar baxxa milli investiment għal belt, reġjun, jew pajjiż b’popolazzjoni ta’ studenti tat-tieni lingwa.

these courses benefit from well-established and regularly evaluated quality standards for secondlanguage learning and close teacher collaboration on integrated content learning.
dawn il-korsijiet jibbenefikaw minn standards ta’ kwalità stabbiliti sew u vvalutati b’mod regolari għat-tagħlim tat-tieni lingwa u kollaborazzjoni mill-qrib bejn l-għalliema dwar tagħlim tal-kontenut integrat.

universities and centres of excellence on intercultural education and secondlanguage learning can design common high-quality curriculums, training modules and implementing guidelines for educators and policymakers.
l-universitajiet u ċ-ċentri ta’ eċċellenza dwar l-edukazzjoni interkulturali u t-tagħlim tat-tieni lingwa jistgħu jfasslu kurrikuli komuni ta’ kwalità għolja, moduli ta’ taħriġ u linji gwida implimentattivi għall-edukaturi u dawk li jfasslu l-politika.

training in secondlanguage education can be required of preschool teachers and accompanied by new recruitment procedures prioritising secondlanguage teachers and caregivers who are foreign-born and professionally-trained.
it-taħriġ fl edukazzjoni tat-tieni lingwa jista’ jintalab mill-għalliema tal-kindergartens u jkun akkumpanjat minn proċeduri ġodda ta’ reklutaġġ li jipprijoritizzaw lill-għalliema tat-tieni lingwa u dawk li joffru l-kura li jkunu twieldu u tħarrġu b’mod professjonali barra.

schools not only obtain funding, but can also invest in developing their expertise in integration and secondlanguage teaching, which can later be recognised and exchanged with less experienced schools at municipal, regional, or national level.
l-iskejjel mhux biss jiksbu finanzjar, iżda jistgħu jinvestu wkoll fl-iżvilupp tal-esperjenza tagħhom fl-integrazzjoni u fi t-tagħlim tat-tieni lingwa, li aktar tard tista’ tkun rikonoxxuta u skambjata ma’ skejjel b’inqas esperjenza fi l-livell muniċipali, reġjonali jew nazzjonali.

annex iii sets outthe distribution of secondlanguages among candidates who actually sat the tests; thisshowsthat englishis byfarthe mostfrequently chosensec-ondlanguage (64 % of candidates), followed by french (20 %) and german(10 %)12.
l-anness iii jistabbilixxi d-dis-tribuzzjoni tat-tienilingwa fostil-kandidatili attwalment għamlu t-testijiet; danjurilil-ingliż huwa bil-bosta aktar magħżul bħala t-tienilingwa(64 %tal-kandidati),segwit mill-franċiż(20 %) u mill-Ġermaniż(10 %)12.