Theme: teaching and learning second language using information technology Contents Introduction Main part

Teaching that uses the first language
A few youth plans during the twentieth century, apart from the shunned alphabet-interpretation method, actually reliable to systematize the use of the native language in the classroom. One possibility that has happened reliable maybe called rotating prose methods. These believe the occupancy of native speakers of two languages in the classroom, for fear that in some way the pupils gain each other’s languages. In exchanged dialect education students switch sound at fixed points. The method pairs undergraduates the one wants to discover each other’s expressions and makes ruling class alternate between the two sounds, accordingly trading the roles of professor and pupil. My own experience concerning this act a summer course that paired French lecturers of English with English supervisors of French, and rotated between England and France occurring. One day all the activities would take place in French, the next day everything would be in English, and so on throughout the course. In my own case it was so effective that at the end of three weeks I was conversing with a French inspector general – a supreme authority figure for French teachers – without realizing that I was using French. However, while the method worked for me in France, when the course took place in England the following year, it seemed unnatural to use French exclusively. Other variations on alternating language approaches are the key school two way model, in which classes of mixed English and Spanish speakers learn the curriculum through English in the morning and Spanish in the afternoon, the alternate days approach, which teaches the standard curriculum subjects to children with native Pilipino using English and Pilipino on alternate days, and dual language programmers, in which a balance is struck between two languages in the school curriculum, ranging from say 90 per cent in the minority language versus 10 per cent in the majority languages in the preschool year, to 70 per cent versus 30 per cent in second grade. These rotating plans are despite everything the bilingual ‘absorption’ French education programmers grown in English-talking Canada, that do not have assorted groups of native and non-native juniors. The most apparent reason for favoring native speakers is the model of speech that the native can present. Here is one the one has attained the obvious goal that the scholars are attempt after – what maybe better? The native talker can model the terminology the graduates are aiming at and can specify an instant domineering answer to some sound question. Their prime benefit is actually the apparent individual that they talk the sound as a native language. Ivor Times establish that, likely a choice between appearing like a native talker or bearing the ‘accent of my country’, 67 per insignificant value of scholars chosen to talk like a native talker.
Do all native speakers present an equally desirable model? A native speaker of British is presumed to speak RP; yet this accent is used by a small minority of people in the UK, let alone in the world at large. Is a Welsh accent equally acceptable? A London accents? Both are native accents, but do not have the same status as RP outside their own localities. A Finnish professor I knew reckoned he was the only RP speaker in his university department, despite all his colleagues being native speakers of English. A Middle East university who hired a native speaker teacher were disconcerted when a British speaker of Geordie turned up. And yet he is as much a native speaker of English as I am, or as most of the inhabitants of the UK are.