ERIC Number: ED122616
Record Type: Non-Journal
Publication Date: 1975-Oct
Reference Count: N/A
Social Class and Foreign Language Learning: Implications for Curriculum. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 1, No. 2.
Meyer, Laura K.
In general, the lower-class student has been considered scholastically inferior to the child of middle-class origins. More specifically, such a child has frequently been explicitly or implicitly denied the benefits of a foreign language learning experience on the basis of his/her inability to cope with the difficulty level assumed to be inherent in such an experience. Although such stereotyping can be seen as the result of a complex of social, political, and psychological factors, it is possible that the lower-class child's difficulties with school are due to a different mode of cognitive functioning. Following the division established by Witkin in 1962 between field-independent and field-dependent learning styles, it is hypothesized that the lower-class child is characterized by an intellectual organizational tendency that is at odds with that of the school, and that this cognitive misfit can be at least partially remedied by an appropriate teaching orientation and the application of appropriate teaching methods. Several such methods are suggested, and a fairly extensive bibliography is appended. (Author)
Descriptors: Bibliographies, Cognitive Processes, Cognitive Style, Disadvantaged Youth, Language Instruction, Learning Processes, Lower Class, Middle Class, Modern Language Curriculum, Performance Factors, Second Language Learning, Social Class, Social Influences, Socioeconomic Influences, Stereotypes, Teaching Methods
University of Louisville, Interdisciplinary Program in Linguistics, Room 214 Humanities, Louisville, Kentucky 40208
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Louisville Univ., KY. Interdisciplinary Program in Linguistics.