ERIC Number: ED162499
Record Type: RIE
Publication Date: 1974
Reference Count: N/A
Public Awareness: What Can the Individual Teacher Do? The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6.
Reeves, Dona B.
The greatest single opportunity for influencing public opinion concerning foreign language study is through the teacher-student encounter. There is some indication that student motivation for foreign language study may be related to general cultural interests and travel facility rather than to research or career requirements. Flexibility in pace or content contributes to a positive image of foreign languages. There is a need for tailoring teacher behavior to students' declared desires. Adoption of a humanistic, cooperative approach between teacher and student may help improve the image of foreign language study. Activities are reviewed that stress a close personal relationship between student and teacher. The language teacher's relationship with the student's family can also influence foreign language enrollment. Professional associations can provide resources and support to the classroom teacher. The relationship between the foreign language teacher and counselors and administrators is important, and a closer cooperation between the school and community is needed. The language fair and the language camp are popular foreign language activities; language study can also be promoted by some modern advertising methods. The business community often supports and promotes foreign language activities. (SW)
Descriptors: Elementary Secondary Education, Higher Education, Humanistic Education, Interpersonal Relationship, Language Attitudes, Language Instruction, Language Role, Learning Activities, Public Relations, School Community Relationship, Second Language Learning, Student Attitudes, Student Motivation, Student Needs, Student Teacher Relationship, Teacher Behavior, Teaching Methods
Not Available Separately; See FL 009 619
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: American Council on the Teaching of Foreign Languages, New York, NY.