ERIC Number: ED227449
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
Language Experience in Luxembourg: Learning to Read in Three Languages.
In Luxembourg, children learn to read in two languages beyond their native Luxemburgish. Beginning in the first grade, children start on German, and in second grade, they begin the study of French and continue to study the two languages intensively throughout the elementary school years. How do elementary school teachers approach such a formidable task as teaching in a second and third language? First, there is a commitment and an intensity to the study and practice of language. Children are actively involved in every language lesson, whether through reading, discussing, writing, role playing, or other activities. Every lesson includes language experiences in listening, speaking, reading, and writing. Second, teachers use a global approach--moving from wholes to parts and then working on a synthesis. Language skills are applied as they are learned, or rather, learned as they are applied. Media, such as overhead projectors and records or tapes are much in evidence in every classroom. And, finally, there are low class enrollments with 23 or fewer students. In addition, because of the great number of foreign immigrants to the country, teachers are relying more than ever on a language experience approach, building lessons around the children's interests. These observations have implications for the teaching of reading in the United States: (1) help children find the power in language and its creative possibilities, and (2) interrelate the language arts. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the World Congress on Reading (9th, Dublin, Ireland, July 26-30, 1982).