Abstract The foreignlanguage requirement has long been a component of formal education. The paper shows that several different methods exist for teachingforeignlanguages, including submersion and various levels of immersion teaching. In addition, foreignlanguageteaching can be either language-driven or content-driven. This paper compares and contrasts the different methods of teachingforeignlanguages through immersion and submersion.
From the Paper "The language programs of the United States are based on Canadian French-language programs developed in the 1960's (Fortune and Tedick par. 3). Immersion, when used in teaching foreign languages, is the process of teaching the student using the language being taught for all or most of the school day."
Abstract The paper discusses how integrating different languageteachingmethods will have the benefit of catering to a wide variety of student needs; something that a single approach will probably not accomplish. The paper explores the methods of teaching the Slavic language to students where the proficiency level is basically non-existent. The paper selects nine different languageteachingmethods and determines which are most appropriate for such a languageteaching course and also how they can be integrated to achieve optimal results. The paper's information for all the teaching approaches is derived from Dr. Jill Kerper Mora.
Outline:
Total Physical Response
The Grammar Translation Method The Audio Lingual Method The Communicative Approach
The Functional Notional Method The Direct Approach
The Reading Approach
The Silent Way
The Community Language Learning Method Conclusion
From the Paper "Globalization and the concept of the "global village", has brought about interesting developments in language teaching. It is currently recognized, for example, that contact with one or more natives from foreign countries during an average lifetime is more likely than not. Furthermore, the information age entails that knowledge from across the globe is integrated in the academic world. This implies that not all academic texts will be in English, and that some foreign language skills are necessary to access texts in certain fields. Finally, businesses generally offer expanded opportunities to those who are willing to relocate to foreign countries. The success of such ventures often depends upon an ability to communicate with the target country's native population. The question is therefore not so much whether foreign languages in a curriculum are important, but rather how they should be taught."
Abstract This paper explains that communicative competence is made up of four competence areas: Linguistic, which is knowing how to use the language's grammar, syntax and vocabulary; sociolinguistic, knowing how to use and respond to language appropriately; discourse, knowing how to interpret the larger context and to construct a coherent whole and strategic, knowing how to recognize and repair communication breakdowns by working around gaps in one's knowledge of the language. The author points out that communicative languageteaching (CLT) began because educators and linguists were dissatisfied with the audiolingual and grammar-translation methods of foreignlanguage instruction. The paper stresses that communicative languageteaching places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions.
Table of Contents
Communicative Competence
Communicative LanguageTeaching (CLT)
Principles and Characteristics of CLT
Communicative Activities
Teacher's Roles in Communicative LanguageTeaching Implementation of CLT in ESL and EFL Countries
From the Paper "Other research studies focus on the difficulty attributed to the English as a first language environment. In 1996, studies by Stapleton pointed out how Confucianism as a belief system appears to be in tension with underlying notions of communicative language teaching. In these studies, Stapeton examined the theory that Confucianism establishes the superior status and knowledge of the teacher over that of the students, thus elevating the role of the teacher above the students. In 1998, Li studied teaching and learning in China, concluding that local conditions seem to be detrimental to communicative language teaching methodology."
Abstract This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreignlanguage skills. The paper compares the minimal emphasis that the American educational system places on learning a foreignlanguage to the much stronger emphasis placed on learning a foreignlanguage in virtually all other countries and then explains why the American educational system would be wise to implement better foreignlanguage programs and promote the acquisition of a foreignlanguage.
From the Paper "The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an ?impoverished vocabulary,? which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."
Abstract This well-researched paper defines the collaborative teachingmethod as an approach which is geared towards all students at various levels and abilities with the main goal being the optimum maintenance of a heterogeneous classroom. This paper details the background to this particular teaching concept which is an all inclusive methodology and philosophy intended to provide a consistent education potential for all students. This paper discusses the appeal of collaborative teaching while also detailing the common characteristics of this particular method including the atypical relationship that is formed between the teacher and the student. The writer contends and explains that one of the main advantages to this particular teaching style is the flexibility and openness that this method offers. This paper also examines the published reports which claims that not enough research has been done on the issue of inclusive and collaborative learning to definitively determine its effectiveness.
Table of Contents:
Introduction: Universal Design
Definition: Inclusive Classrooms and Teaching Collaborative Teaching Definition
Legal Aspects
Collaborative and Inclusive Aspects of a Universal Design Environment
Conclusion: Advantages and Disadvantages
Bibliography
From the Paper "An important aspect of the collaborative classroom is the sharing of authority - which is an aspect which also has raised concern among many educators. The theory is that, while previously the teacher would set all tasks and work assignments, in a collaborative or inclusive teaching environment the students are invited to participate. They can for example, "... set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn." The teacher would then guide the student, and suggest areas for further research and learning. The teacher is therefore seen more in the role of mediator and facilitator than a traditional authoritarian figure. This approach has a number of decided educational advantages. For example, mediation from teachers in this environment assists the strident to connect to the new information provided through his or her personal experiences - making the learning process more relevant."
Tags:teaching, curriculum, student, teacher, research
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
Abstract The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreignlanguages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreignlanguages Interference as a factor in language learning.
From the Paper "Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons". Dutch spoken by Belgians is also referred to as "Flemish", which is not a literary form of the language, but a spoken "dialect". They are different varieties of the same language."
Abstract This paper discusses the benefits of teaching infants a foreignlanguage. It begins by discussing the prevalence of bi or tri-lingualism in the world. It then discusses if it is beneficial to know a foreignlanguage. The paper goes on to discuss the advantages of specifically learning the foreignlanguage while still young, particularly focusing on the cognitive effects on the brain.
Table of Contents:
Introduction
Knowing a ForeignLanguage Advantages Knowing a ForeignLanguage Learning a ForeignLanguage While Young
Cognitive Effects to the Brain
Conclusion
From the Paper "Teaching an infant with a foreign language may be a hard task. This entails perseverance and strong commitment from the teacher (or the parent). This will also require full understanding, not only of the language itself, but also of the needs of the infant. But this task is beneficial and will prove to be very useful as the infant grown old.
However, it should be noted that the success of teaching an infant to learn a foreign language lies on the hand of the educators. To them lies the secret of successfully teaching the child of their second language. If they know how to treat and teach a child (of barely less that 5 years of age, or even less), then it will not be a difficult task for the child to adopt very well on the said foreign language. It somehow goes like this... an educator, or the parents for that matter, initially teaches the child with the second language... and then the child will do the rest."
Abstract This paper focuses on the flaws in the present educational system of teachingforeignlanguages. The paper highlights the inadequacies and presents a plan to change the way we regard foreignlanguage classrooms. The paper proposes concentrating on students who have the motivation to learn, teaching the teachers an effective methodology that addresses learning strategies to use in the classroom and many other strategies. The paper concludes that implementing a comprehensive plan could be difficult, but once accomplished, it could lead to more effective teaching, learning and retention from the high school foreignlanguage classrooms. This would benefit the students, teachers and ultimately the community.
From the Paper "Many experts believe that anything less than a four year requirement is superficial while a large number of students that have to meet the standards are ambivalent to say the least. Studies have shown that a majority of the students who are required to study a foreign language while in high school retain very little of what they have learned and that within a five year time frame after leaving high school they have forgotten 95% of what they learned. If these studies are true then many individuals with even a little modicum of commonsense would scrap the efforts to teach the students a foreign language."
Abstract The paper outlines research that will demonstrate the need to analyze existing data and formulate new research on foreignlanguage retention, why it occurs on a post-secondary level and what obstacles contribute to increased or reduced retention in foreignlanguage programs. The paper first reviews the literature and discusses the methodology to be used. The paper then shows that if the system becomes more open to communication style teaching through collaboration and other learning/teaching styles, and technology in learning is adaptive and appropriate, the post-secondary foreignlanguage academy will likely improve retention and retain diversity. The paper highlights the need for mor research in this area of foreignlanguage study in post-secondary systems.
Outline:
Introduction
Statement of Problem
Review of Literature
Methodology
Conclusion
From the Paper "As the culture in which we live becomes increasingly diverse and highly focused on globalization, concepts of foreign language teaching and learning at all levels of education become much more important. (Gerwin & Osborn, 2002, p. 80) (Whitt, Edison, Pascarella, Terenzini & Nora, 2001, p. 172) Yet, statistics of enrolment and success in post-secondary foreign language education do not seem to play out this growing necessity. "In recent years, the language-instruction profession has seen alarming declines in enrollment in languages other than Spanish .... " (Moser, 2001, p. 3) Creating systems that promote retention of individuals in foreign language learning programs at the post-secondary level is therefore crucial to the development of educators and individuals who are fully prepared for a multi-lingual community and work environment."
Abstract This paper contends that, as a result of the ever expanding
globalization process, and with an understanding of the place that English currently holds as the lingua-franca used in international and intercultural communication settings, there is an immediate need to modify, or in some cases scrap previously relied upon second and foreignlanguageteaching methodologies employed in language instruction around the world. According to the paper, a new, more holistic approach to language learning and teaching is needed to better foster understanding across cultures and allow for more mutually beneficial intercultural communication. The paper supports this contention through an examination of the shortcomings of contemporary and past language instruction and through an examination of intercultural languageteaching and its techniques. The paper concludes with a personal reflection by the other on her teaching experiences in Japan and Korea.
Table of Contents:
Introduction
The Shortcomings of Contemporary and Past Language Instruction
Intercultural LanguageTeaching ILT Instruction Techniques
How Can Research Inform LanguageTeaching Reflections on Teaching Methodology and Personal Experiences
From the Paper "Viewing culture in this way allows students to realize the connections between culture and individual behavior. Previously invisible and inaccessible culture becomes tangible, and students can come to understand how culture acts as a blueprint for individual behavior. They see a social construct in which the individual has choices that may be differentially appropriate in different social contexts. This approach allows students to relativise their own beliefs, behaviors and values, and see that there are many possible cultural constructs"
Abstract In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a ForeignLanguage (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper "Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
Abstract In this study, the writer's three beliefs about languageteaching are discussed. The writer also identifies possible constraints that affect putting these beliefs into practice and evaluates whether these constraints can be overcome. The writer maintains that the teacher's beliefs about languageteaching reflect the attitudes toward different types of teaching approaches and the constraints affect the teaching practice. According to the writer, establishing a link between beliefs and practice offers a number of implications for languageteaching practitioners that might help to improve their attitudes, methods, and approach.
Outline:
Introduction
Teaching Environment
Teacher as a Motivator
Lessons Should Be Interactive
LanguageTeaching is Culture Teaching Constraints
Conclusions
From the Paper "In most cases, the setting contributes to the way in which language is taught depending on availability of resources, types of tests, value of the language and so forth. Therefore, it is necessary to outline my teaching environment before going any further. As a tutor of Japanese, I have been teaching intermediate level oral and written Japanese to college students ranging in age from 18 to 25 in New Zealand since the beginning of 2007. Teaching involves approximately five hours a week in classroom and the classrooms are adequate for the average class size, which is between ten and fifteen, with equipment for presenting visual materials. The university has a language laboratory and a very small collection of books written in Japanese. Course materials consist of the set textbook, which can be classified as predominately a situational based syllabus with a functional syllabus, and the accompany workbook. Not many other supplementary teaching materials are available so teachers are encouraged to prepare their own materials."
Abstract This paper discusses ten traditional methods of languageteaching in detail, describing the principles of each and how they help both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches.
From the Paper "Grammar Translation Method
This method involves the learner to spend a lot of time in understanding the language structure. Though both listening as well as speaking suffer because of it. However, grammar and vocabulary are being stressed throughout the teaching method.
The grammar translation method has been derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century (Selected Lesson Plans). It was originally used to teach 'dead' languages as well as literatures for instance Latin and Greek, and was accounted for its heavy bias towards written work to the virtual leaving out of oral production. However, its main features are as follow (Kitao):
-A careful analysis of the target written language, particularly its grammar.
-The Grammar rules are presented and learned clearly
-From bilingual word lists, vocabulary is learned
-A paramount use of translation exercises
-The medium of instruction is mother tongue
-Less or no attention is paid to speaking and listening skills."
Abstract This essay considers whether modern languageteachingmethods - namely, communicative methodologies -are really any better than older methodologies in facilitating language acquisition. The writer claims that these methods are better. Further the writer points out that this can be measured according to the learner's age, aptitude and motivation to learn another language. The writer concludes that communicative methods are more like real communication.
From the Paper "In one way, it might seem clear from the outset that communicative language teaching methodologies are superior to earlier methodologies in all measurable aspects; after all, if they were not better, there would have been little sense in deviating from the older methods. Furthermore, in terms of the three learner variables - aptitude, age and motivation - it seems as though communicative language methodologies are indeed superior. However, this is particularly the case with two of these three variables, age and motivation. This is probably because communicative methods of teaching language offer much greater flexibility, and as such, they can accommodate a range of student ages and can also go a long way toward stimulating motivation where it may not previously have existed."
Abstract The paper presents a literature review of various instructors' perceptions of self-directed learning, specifically focusing on foreignlanguageteaching and learning at the university level. The paper includes a review of teaching strategies, learning theories and how self-directed learning is viewed by instructors in this field.
From the Paper "This theory of a self-directed learning community suggests that unique synaptic connections are created when learners take control of the teaching as well as the reception of knowledge. Foreign language teacher's perceptions have inevitably been affected by this new emphasis on self-directed learning, causing a shift from seeing the student as the receptor of knowledge to an active participant in creating his or her knowledge. As noted by Ormond (2000), there has been a considerable debate between individual instructors who see learning as innate versus as imposed upon by the outside. While foreign language learning might seem to be obviously 'learned' and taught by an instructor, self-directed learning taps upon the way that learning is achieved even on a first-language basis, through interaction and discovery."
