ERIC Number: ED224343
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
A Nontraditional Approach to ESL Instruction: Typewriting.
An approach to the combination of typewriting instruction and English as a second language (ESL) instruction is described. A typewriting class can serve as a complement to ESL instruction while providing a useful skill. Incidental learning of both elements of language and the material being typed occurs while typing. An integrated program hypothesis is formulated that proposes an even more complex learning role for typing. A review of the literature supports the hypothesis that the subvocalizing and cognitive thought processes that occur while acquiring a language are also operative while learning to type. There is sufficient overlap between the two learning activities when presented simultaneously that there is mutual enhancement of the skills. The acquisition of typing skill passes through three stages: cognitive, associative, and autonomous. The language skills that can be taught during each of these stages and the practice materials used are discussed. Grammar classifications, comparative adjectives, homophones, phonological rules, the construction of paragraphs, the contextual use of language, and study skills can all be taught in an ESL typing class. The underlying philosophy of the approach is that the typewriter is an aid to ESL instruction rather than an end in itself, and that students will perform better if they believe that most of the language learning will occur automatically. (RW)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the National Association for Foreign Student Affairs (34th, Seattle, WA, May 24-27, 1982).