NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED029301
Record Type: RIE
Publication Date: 1968-Dec
Pages: 6
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0039-8322
Reading and the Oral Approach at the Secondary Level.
Robinett, Ralph F.
TESOL Quarterly, v2 n4 p274-79 Dec 1968
Efforts to change traditional methods of language teaching have brought refinements in pedagogical thinking, one recent change being that concerning teaching standard English as a second dialect. We must, the author urges, internalize the fact that a divergent dialect represents a system of its own and is not simply an accumulation of mistakes. We should capitalize on the overlap of standard and divergent dialects and not be stampeded by the differences. (These are not so profound that they should encourage teachers to form a foreign language frame of reference--the student feels alien enough as it is.) In applying English as a second language techniques to SESD (Speakers of English as a Second Dialect), over-structuring is a constant danger. We should keep in mind that "standard English," like "general American," is an abstraction of limited value. (A group of Michigan teachers might have an attitude toward the "pin/pen" problem that is different from the attitude of teachers in Florida.) Attempts to deal with target forms should not be isolated from the learner's communication needs in other parts of the curriculum. The teacher should take an honest look at (1) his students and their linguistic "status"; (2) his own objectives; (3) the distribution of his and the student's time; (4) the basic types of course activities; and (5) his planning. (AMM)
TESOL, School of Languages and Linguistics, Georgetown University, Washington, D.C. 20007 ($1.50 single copy).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper given at the Second Annual TESOL Convention, San Antonio, Texas, March 1968.