ERIC Number: ED438729
Record Type: RIE
Publication Date: 1995
Learning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers. Pathways to Advanced Skills Series No. FLP 01.
Walker, Galal; McGinnis, Scott
The study of less commonly taught languages (LCTLs) presents challenges different from those faced by more commonly taught languages. LCTL educators are challenged by the unavailability of instructional resources and opportunities and lack of access to cultures. Only recently have LCTL teachers and researchers begun to identify problems and potential pathways toward collective solutions to these special challenges. They have identified five conditions for learning and teaching LCTLs in the United States: (1) Because learning an LCTL is a lifelong learning career and requires spending more time outside the classroom living the demands of the LCTL culture, the proper role of formal instruction is to enhance and sustain that career; (2) developing LCTL expertise is the only reasonable career goal for LCTL learners and teachers; (3) truly effective LCTL learning and teaching must be culture-based; (4) learners, teachers, and teacher trainers are responsible for their own programs to achieve expertise; (5) all LCTL learning and instruction must be adapted to local conditions. Discussion of this is followed by a statement and discussion of assumptions and the implications for learners, teachers, and the training of teachers. At the present time, there is no institution whose language programs address all these conditions and considerations or deal with the implications. (KFT)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Ohio State Univ., Columbus.
Note: This publication is a statement of the deliberations of the Task Force for Teacher Training in the Less Commonly Taught Languages, organized as a summer institute by the National Council of Organizations of Less Commonly Taught Languages (Bryn Mawr, PA, June 23-28, 1991).