ERIC Number: ED139233
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
Lifelong Language Learning: How Ready Are We?
Strasheim, Lorraine A.
The concept of lifelong learning is discussed, stressing the need to view education not as a finite period, but as a process that continues beyond years of formal schooling. Part of this shift in focus involves recognizing a new meaning for "school," and realizing that education may take place in union halls, management retreats, museums, libraries, playgrounds, living rooms, weekend colleges, and on trips abroad, as well as in the traditional institutions of learning. The average student in "lifelong learning" is typically older than students in traditional education, and is not constrained by the pressures of testing, grading and credentialing. The curriculum tends to offer non-traditional courses. Lifelong language learning could offer opportunities for interdisciplinary cooperation, and should encourage teachers to deal with alternative learning strategies. A teaching model for school programs in lifelong language learning would call for the core of the work to be done in a group under teacher guidance, followed by a period of individualized or small-group activities for enrichment, reinforcement, or remediation. One goal of such a model is to give students an opportunity to learn "how to learn" a language and to give them an intelligent basis for selecting a language to study in depth. (CLK)
Descriptors: Adult Education, Adult Programs, Adult Students, Language Instruction, Language Programs, Language Skills, Lifelong Learning, Models, Modern Language Curriculum, Second Language Learning, Teaching Methods
Not available separately; see FL 008 033
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Southern Conference on Language Teaching, Atlanta, GA.
Note: Paper presented at the Southern Conference on Language Teaching (11th, New Orleans, Louisiana, 1975)