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ERIC Number: ED401532
Record Type: Non-Journal
Publication Date: 1996-Oct-7
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Learning the Structure of English by Means of Esperanto.
Jones, R. Kent
The Esperanto language was consciously designed as a coherent system, in contrast to the 3000 conventional languages originated by people's cave-dwelling ancestors. The systematic nature of Esperanto makes it ideal as an instructional tool. The amorphous nature of English makes its serious use very difficult for students. Even though they learn to "babble" it early, many fail to grasp the inner workings of English that are necessary for its formal usage. This is shown by the fact that 40% of college enrollers need remedial English. Help is particularly needed around the fourth or fifth grades. If languages like Latin or German could be learned at this age, they would also be helpful. But the 6 years necessary to gain usable proficiency in such languages precludes their being used in the elementary grades. In contrast, the rules of Esperanto can be learned by classroom teachers in less than 50 hours. Teacher training should include at least one course in Esperanto. San Francisco State University offers summer courses in Esperanto for teachers. Some teachers are trained by telephone under a program of the Esperanto League for North America. Letters from teachers who teach Esperanto all over the United States attest to what learning Esperanto does for elementary students, especially those at-risk. (An appendix lists information about organizations and networks.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A