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ERIC Number: ED279196
Record Type: Non-Journal
Publication Date: 1986-Nov
Reference Count: N/A
The Great Leap Forward: Stepping Cautiously into the Proficiency-Based Classroom.
Lovik, Thomas A.
As with any other development in foreign language education, it is critical that the elements of proficiency teaching be transferred to practitioners so that past mistakes, such as those made with the audiolingual method, are not repeated. Proficiency teaching must be carefully analyzed and critically presented to the next generation of teachers. This is one of the great responsibilities of university programs in selecting proficiency-oriented instruction and training teaching assistants (TAs). The resistance of colleagues and administrators to changing from the traditional method of foreign language teaching to a proficiency-based approach can be a major obstacle, but TAs can be instrumental in changing program directions. One university has developed a TA training program consisting of an orientation to the approach and a methods course emphasizing proficiency but urging the new TAs to compare methods. Four special problems of proficiency-oriented teaching include a lack of role models, lack of appropriate materials, increased need for teacher language proficiency, and departure from the traditional teacher-centered classroom. However, despite these problems, proficiency as an organizing principle can provide clear direction and cohesion in a foreign language education program, improve articulation between schools and colleges, and enable programs to generate interest in languages. (MSE)
Descriptors: Classroom Techniques, College Second Language Programs, Comparative Analysis, Competency Based Education, Conventional Instruction, Educational Trends, Higher Education, Instructional Materials, Language Proficiency, Second Language Instruction, Teaching Assistants, Teaching Methods, Teaching Models, Trend Analysis
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A