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ERIC Number: ED024037
Record Type: Non-Journal
Publication Date: 1968-Sep
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0039-8322
Role Conflict in Native Communication.
Salisbury, Lee H.
TESOL Quarterly, v2 n3 Sep 1968
The author describes our prime educational aim in Alaska as an effort to help the native to become an autonomous, productive member of the larger society which he is entering. To a certain extent, this is the aim of all teachers who are teaching English as a second language. They are teaching the culture that the language expresses at the same time that they teach the code itself. The roles which education thrusts upon the teacher and the student present severe problems when the student i s a member of a cultural group considered by the teacher's cultural group to be primitive. It is very easy to regard any cultural group which has no written language, survives on a subsistence economy, and lives in virtual isolation as primitive, and hence, childlike. It is also easy to regard the process of learning English as the process of maturing from a childlike to an adult status. The Alaska native child within his culture is treated in a more adult fashion than children in our culture are, from a very early age. However, when he learns English from a teacher who not only regards him as a child, but regards his parents to be children as well, he cannot help but feel that the role of the child is strictly connected with the use of this language. The teacher should realize that each of his students has a unique contribution to make to the world: when each of his students come to recognize this himself, then the learning process has meaning. (AMM)
TESOL, Institute of Languages and Linguistics, Georgetown University, Washington, D.C. 20007 ($l.50).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Teachers of English to Speakers of Other Languages.