ERIC Number: ED413758
Record Type: RIE
Publication Date: 1996-Oct
Pedagogy and Foreign Language Teaching in the United States: Andragogy to the Rescue.
Bangura, Abdul Karim
A discussion of second language education looks at the background of language education, compares perspectives offered by pedagogy and andragogy, and examines texts and syllabi used in high school, undergraduate, graduate, and training curricula. The history of language instruction in the United States is chronicled from the early 1950s, noting commonalities and differences in three major theoretical approaches: structural analysis of language, the notion of deep structure, and lexico-semantic theory. Issues related to language teacher training, common fallacies about language learning, and language teaching techniques and materials are examined. The concepts of pedagogy and andragogy and their underlying assumptions are then compared, noting that andragogy assumes learners to be autonomous and able to identify learning desires and needs and use experience as a major learning resource. It is argued that the nature and outcome of language instruction processes hinge on educators' assumptions about learners' abilities and needs. Results of examination of 31 language textbooks and 25 course syllabi on diverse languages are presented, focusing on shortcomings in approach, design, and instructional techniques. It is concluded that the autonomy, self-directedness, and creativity encouraged by the principles and practices of andragogy are the characteristics most needed in language learners. Contains 50 references. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Odyssey of the Mind Association International Conference on Nurturing Creativity and Problem Solving in Education (1st, Washington, DC, October 11-13, 1996).