Covello, L. (1958). The heart is the teacher
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Folklore and Education
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- Historical Trends
- Foreign Language Instruction
F
OREIGN L ANGUAGE I NSTRUCTION According to Old Testament accounts, the building of the Tower of Babel was the first instance of multilin- gualism. If this is indeed the occasion when humans began using more than one language, then this must also be the beginning point for the need for foreign language instruction. There are three terms used for language instruc- tion. It is important to clarify the differences between bilingual education, second language instruction, and foreign language instruction. Bilingual education takes place in schools and requires that children be taught all subjects in two target languages, in order to allow each child to reach equal fluency in the lan- guages. Although bilingual education is currently the focus of educators, it is not a new concept, as subjects other than language were taught in the student’s sec- ond language as early as the Middle Ages. Second language instruction occurs when the learner must reach a high degree of fluency in a second language in order to be able to live for an extended period of time and conduct business in a region where that language is spoken. The goal of foreign language instruction is to allow basic communication in the tar- get language and usually occurs outside the area where the target language is spoken, where there is neither direct daily contact nor imminent necessity to commu- nicate in that language. Thus, foreign language instruc- tion is mostly classroom based, while classroom-based second language instruction and bilingual education are often supplemented by daily activities and organi- zations outside the school setting, such as the home, community, and church. Historical Trends Throughout the centuries, there have been multiple methods of foreign language instruction, but all meth- ods can be categorized under two headings. Methods are labeled inductive where there is no formal gram- mar instruction and students must figure out the gram- mar rules as they learn. Methods are labeled deductive where language rules are presented before practice and learning of the language takes place. The popularity of inductive and deductive method- ologies has shifted across centuries. The classical era focused on inductive instruction. In the fourth century, St. Augustine encouraged a focus on meaningful con- tent. Medieval methods were generally deductive. With the introduction of grammatical theories by Erasmus and Comenius in the sixteenth and seventeenth cen- turies, classroom-based instruction, without the avail- ability of access to authentic language situations, revolved primarily around grammar-based approaches to instruction using artificial contexts. Inductive meth- ods were again popular during the Renaissance era, while methods in the eighteenth and nineteenth cen- turies were mostly deductive. The twentieth century began with an emphasis on deductive methods and ended with a shift to inductive instruction. Foreign language instruction in the United States has generally followed methods used in other parts of the Western world. In the late eighteenth century, François Gouin introduced the natural method, so named because of its emphasis on learning the way a child learns his or her native language from family and environment, making use of mime and demon- stration. The direct method added scientific rationale Foreign Language Instruction ——— 351 Download 94.32 Kb. Do'stlaringiz bilan baham: |
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