ERIC Number: ED224340
Record Type: RIE
Publication Date: 1982
Reference Count: 0
A Family Communication Model for Teaching English as a Second Language.
The implications of family communication styles for teaching English as a second language (ESL) are explored. Family interaction types differ according to culture and social class. Factors in family interaction influence the way a second language is learned and the way it can best be taught. Two basic family types are distinguished: the personal type in which open expressive verbalization is encouraged, and the positional type in which verbal behavior is regulated according to status and hierarchy. ESL students from cultures characterized by positional families may respond best to direct questions in the classroom, while students from personal family types may respond best to voluntary participation. Role differentiation between the teacher and students would be more readily accepted by students from positional family types. Family type differences can also be used in formulating approaches for teaching ESL in foreign family settings. An example is given of the influence of hierarchical concepts on language instruction in a Korean family. (RW)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Summer Meeting of the Teachers of English to Speakers of Other Languages (Evanston, IL, July 16-17, 1982).