ERIC ED438729: Learning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers. Pathways to Advanced Skills Series No. FLP 01.

30 Pages·1995·0.77 MB·English

by  ERIC

DOCUMENT RESUME
FL 026 169
ED 438 729
Walker, Galal; McGinnis, Scott
AUTHOR
Learning Less Commonly Taught Languages: An Agreement on the
TITLE
Bases for the Training of Teachers. Pathways to Advanced
Skills Series No. FLP 01.
Ohio State Univ., Columbus.
INSTITUTION
1995-00-00
PUB DATE
28p.; This publication is a statement of the deliberations
NOTE
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).
Descriptive (141)
-- Reports
Opinion Papers (120)
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Cultural Awareness; *Cultural Education; *Language
DESCRIPTORS
Teachers; Learning Strategies; Second Language Instruction;
Second Language Learning; *Teacher Education; Teaching
Methods; *Uncommonly Taught Languages
ABSTRACT
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
(3) truly effective LCTL learning and teaching must be
learners and teachers;
(4) learners, teachers, and teacher trainers are responsible
culture-based;
(5) all LCTL learning and
for their own programs to achieve expertise;
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)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Learning
Less Commonly
Taught Languages:
An Agreement on the Bases
for the. Training of Teachers
by
Galal Walker
46z Scott McGinnis
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
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Foreign Language
2
Publications
LEARNING LESS COMMONLY TAUGHT LANGUAGES:
AN AGREEMENT ON THE BASES FOR THE TRAINING OF TEACHERS
Galal Walker, The Ohio State University
Scott McGinnis, University of Maryland
THE OHIO STATE UNIVERSITY
FOREIGN LANGUAGE PUBLICATIONS
1995
PATHWAYS SERIES No. FLP01
3
Table of Contents
iii
Pieface
1
Introduction: Principal Considerations
3
Conditions for Learning LCTLs
3
Statement of Goal
3
Assumptions
7
Implications
8
Implications for Learners
10
Implications for Teachers
12
Implications for Training of Teachers
16
Adaptations to Local Conditions
17
Wisdord. on Individual Practitioners
Conclusion: The Impact of Collective
18
End Notes
19
References
20
Biographies of the Authors
.Rea
'go
complete record of the proceedings
This document is not a transcript or in any way a
of the authors to grasp a vast discus-
of the institute. It is rather an effort on the part
and to bring out the most critical
sion that covered five days of extensive meetings,
and recurrent themes of the institute.
'We struck out along that trail for a couple of days. ".
Mark Twain
.
Huck Finn, and Tom Sawyer among the Indians
Publications: Pathways
The OSU Foreign Language
ii
PREFACE
"We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time."
Eliot
-- T. S.
This document was produced from 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 at
Bryn Mawr College, June 23 to 28, 1991. Participants, their languages, and home
institutions or sponsoring organizations are listed below:
Mandi Alosh
Arabic, The Ohio State University
Kirk Belnap
Arabic, Brigham Young University
Richard Brecht
Russian, University of Maryland
Co-Director NCOLCTL
Deputy Director, National Foreign Language Center
James Collins
Southeast Asian, University of Hawaii
Dan Davidson
Russian, Bryn Mawr
American Council of Teachers of Russian
Southeast Asian, University of Pennsylvania
Vijay Gambir
Erika Gilson
Turkish, Princeton University
Frederick Jackson
Southeast Asian, Foreign Service Institute
Eleanor Jorden
Japanese, National Foreign Language Center
Exchange Japan
Hiroko Kataoka
Japanese, University of Oregon
Maria Lekic
Russian, University of Maryland
American Council of Teachers of Russian
Chinese, University of Maryland
Scott McGinnis
Program Officer, National Foreign Language Center
Christine Morfit
NCOLCTL
African Languages, University of Georgia
Lioba Moshi
Luh Nelson Chinese, Princeton University
Japanese, The Ohio State University
Mari No da
Turkish, Indiana University
Adina Ofek
Chinese, The Ohio State University
Galal Walker
Program Consultant, NCOLCTL
Chinese, University of Maryland
A. Ronald Walton
Deputy Director, National Foreign Language Center
Co-Director, NCOLCTL
6
.
e
-
II
Learning Less Commonly Taught Languages:
An Agreement on the Bases for the Training of Teachers
Galal Walker, The Ohio State University
Scott McGinnis, University of Marylcind
INTRODUCTION: PRINCIPAL CONSIDERATIONS
of teachers in the LCTLs.
The study of less commonly taught lan-
guages (LCTLs) is not conducted in a
1 Lifelong language learning ca-
vacuum. The study of all foreign lan-
reer.
guages and the broader educational con-
The overwhelming motivation for
cerns of our society must be considered
Americans to learn LCTLs is the intention
when deliberating the directions of an edu-
to interact with the cultures of these lan-
cational field. Teachers of the less com-
guages. Learning to function more suc-
monly taught languages have not tradi-
cessfully within a culture is a never-end-
tionally been part of the ongoing debates
ing process, whether the culture is native
in foreign language study, but in the past
or foreign. Therefore, it is obvious that
few years representatives of these various
fulfilling the intention to function within
languages have identified problems and
a culture of a language that is far removed
potential pathways toward collective so-
from American culture and the use of
lutions. These emerging deliberations
have set the LCTLs apart from other
American English presents a complex and
persistent challenge. The institutional re-
groups in the foreign language teaching
sources available for training Americans
community, not so much in terms of how
to realize these intentions are woefully in-
educators discuss theory and practice, but:
adequate. Anyone who has learned to suc-
more because of the unavailability of in-
cessfully meet the demands of living in an
structional resources and opportunities in
this country and Western (European)
LCTL culture has spent more time gain-
ing this ability outside formal instruction
learners' lack of access to cultures. In or-
than in school. Learning an LCTL, then,
der to clarify their positions for the pur-
poses of improving existing instruction
is. a lifelong learnin.g career; the proper role
of formal instruction is to enhance and
and achieving better instructional oppor-
sustain that career.
tunities, a task force of educators involved
in instructing a wide variety of LCTLs has
2
Expertise.
identified five interrelated areas of con-
The only reasonable goal for learn
cern that are fundamental to the learn-
LCTLs is to develop
ers and teachers of
ing and teaching of LCTLs in the United
expertise in their respective career fields.
States. These are the themes that per-
At any given time, learners of a language
meate all levels of ongoing discussions
continuum from nov-
are somewhere on a
teaching, and the training
on learning,
1
The OSU Foreign Language Publications: Pathways
Galal Walker and Scott McGinnis
means of observing and assessing success-
ice to expert either in general ability in
ful behavior. An expert learner is one who
the language or in a specified set of skills
has demonstrable success interacting with
in the language. Likewise, language
members of the relevant society. An ex-
teachers range from novice to expert in
pert teacher of LCTLs is a person who is
their general understanding and practice
most able to assist learners in understand-
of teaching. Whether teachers or learn-
ing the strategies and tactics of interact-
ers are at the novice stage or the expert
ing with the cultures in question.
stage of their respective careers creates
qualitative differences in the way they
4
Responsibility.
conduct themselves. The movement from
Learners, teachers, and teacher
novice to expert is a deliberate and de-
trainers are responsible for their own pro-
manding process; it does not happen by
Learners
grams for achieving, expertise.
accident, by virtue of native abilities, or
of LCTLs will necessarily manage signifi-
by simply repeating novice behavior and
cant portions of their own study. It is as-
exercising novice knowledge.
sumed that learners will never learn
Culture-based learning and
enough in the classroom to finish a course
3
successfully and will never learn' enough
teaching.
in a course (or series of courses) tariegoti-
If the intention oflearners of LCTLs
ate a foreign culture successfully: Begin-
is to function in the LCTL culture, then
ning early in their careers as learners of
the broader enterprise is that of intercul-
LCTLs, successful learners assume re-
tural communication, and the develop-
sponsibility for managing their own learn-
ment of linguistic skills is incidental to it.
ing. In addition to providing learners with
Communication only works within an un-,
the optimal conditions for learning, expert
derstood (even misunderstood) context,
teachers guide learners toward efficient
and a culture is
is'
An expert learner
learning management. At the same time,
the broadest iden-
one who has demon-
aided by training opportunities and re-
tifiable context
strable success with
search, teachers are responsible for nego-
within which corn-
members of the rel-
tiating their own way toward expertise.
municative abili-
evant society.
ties and language
Local Conditions.
5
abilities operate. Experienced learners
Every locality has unique condi-
and teachers of LCTLs most commonly
tions. Collective efforts to solve problems
fpcus on culture as the cause of communi-
by
across the broad diversity represented
cative difficulties. Most American learn-
LCTLs and American educational institu-
cultures within
ers are experienced with
tions can lead to successful outcomes only
the broader Western cultural traditions or
by adapting to local conditions. Attempts
with cognate cultures that dominate aca-
to draw sweeping conclusions about the
demic institutions and popular media.
study and teaching of LCTLs are at best
Whether learners start with culture, lan-
interesting exercises without principled
guage, or area studies, if they progress
methods to make the conclusions address
toward negotiating their needs within a
the strengths and weaknesses of any given
noncognate culture, they will inevitably
language-learning setting.
resort to analyses of that culture as a
The OSU Foreign Language Publications: Pathways
2
Learning Less Commonly Taught Languages
CONDITIONS FOR LEARNING LCTLs
function in C2 when he or she behaves in
Statement of Goal
culturally appropriate ways and accu-
rately'communicates his or her intentions
If a general framework for LCTL study in
and perceives the intentions of others.
the United States is to emerge from the
Learning to do this in C2 is an ongoing
deliberations among teachers of these lan-
progress toward developing expertise.
guages, there must be agreement on the
Expertise in functioning in C2 for most
conditions that compose the foundations
learners of LCTLs means being able to
of such a framework. At the present time,
perceive the intentions of members of C2
the field recognizes a set of conditions that
and to be a successful foreign participant
captures the empirical and experiential
in that culture. The cultural distance be-
knowledge that subtends theory and prac-
tween American learners of LCTLs and
tice. These conditions relate to a single
members of C2, not to mention the obvi-
goal for LCTL study from which five basic
ous racial and ethnic differences in most
assumptions are derived. Each of these
cases, ensures that learners will not fully
assumptions.in turn has serious implica-
integrate into .C2. Thus, it
reasonable
tions for learners, teachers, and the train-
to expect that successful learners of C2 will
irtg of teachers.
feel comfortable as foreigners, will be able
The goal of
The goal of all
to make natives comfortable interacting
all LCTL study is
LCTL study is to en-
with them, but will never achieve "native-
to enable learners
able learners to in-
ness."
to interact in and
teract in and with
with the culture
the culture being
Assumptions
studied.
being
studied.
The culture being
There are five basic assumptions that con -.
studied is hereafter referred to as C2. The
strain and inform all activities of language
ability to communicate in and with C2 is
learners, teachers, and teacher trainers.
understood to represent a demonstrable
capacity to perform appropriate social in-
The ability to function in C2
teractions. Communication in and with a
1
requires both procedural and
culture involves a language or specific lin-
declarative knowledge of C2.
guistic code within the context of commu-
Procedural knowledge, or "knowing
nicative and cultural competencies.'
how," ,is necessary but not sufficient for
An analogy can be drawn between
functioning as a nonnative in C2. Declara-
C2 interaction and the grammar of any
tive knowledge, or "knowing what," will
given language. The command of gram-
frame and guide the approach to proce-
mar permits an individual to perform lin-
dural knowledge. Declarative knowledge
guistically without consciously attending
is especially important to adult learners
to the phonology, morphology, syntax, and
of a language as a scaffolding for the de-
discourse combinations of the language In
velopment of procedural knowledge.
essence, one has learned to speak a lan-
All language use is made meaning-
achieved the ability
guage when one has
How-
ful by cultural and social contexts.
to talk and carry on a conversation at the
learner of a language, these
ever, to the
same time. Likewise, an individual can
3
Pathways
The OSU Foreign Language Publications:
Galal Walker and Scott McGinnis
teraction with or supervision by a teacher.
contexts are not obvious and must be made
Additionally, when learners exit a formal
explicit by arranging and associating in-
learning environment, whether at the
stances of performance within the target
highest level or at any lower level, if they
language, and by descriptions in the base
language. In many
are to continue toward expertise in the lan-
All language use is
instances these
guage, they have no choice but to assume
made meaningful
two methods of
responsibility for managing all of their
by cultural and so-
analysis are used
learning in informal settings either within
cial contexts.
by learners
m
to
or outside of C2. If they are living within
C2, then their primary responsibility is to
build redundancy in their cognitive grasp
of the language and culture being stud-
manage interactions with members of that
culture who are focused on advancing their
ied. At any given time, a learner's knowl-
abilities in the
edge of a language may be implicit and/or
Most learners of
they
explicit. That is to say that at one time a
language;
LCTLs in a formal
are outside of C2,
learner may be able to behave appropri-
learning environ-
then they must
ately and explain that behavior; at another
ent spend the ma-
j
locate the materi-
time, he or she may not be able to explain
of their time
als that allow ei-
ll
the appropriate behavior; at still another
studying on their
ther maintenance
time, the learner may be able to explain
own.
appropriate behavior but not behave ap-
or improvement of
language skills and must maximize their
propriately. We may conclude that in the
use through efficient self - management, as
creation of an effective learning environ-
well as manage interactions with repre-
ment, learners must have access to both
sentatives of C2. Thus, if the performance
declarative and procedural knowledge and
of learners is the basis on which all LCTL
teachers must include both types of knowl-
learning is conducted, and if the study of
edge in their teachi.ng.
the LCTL is mostly self-managed, we con-.
The primary responsibility of
clude that the learners bear primary re-
the learner is performance..
sponsibility for their own performance and
for utilizing the opportunities for perform-
A learner is someone who is in the
process of learning: this distinguishes a
ing.
By emphasizing the performance of
learner from a student, which is a role in
culturally prescribed behavior as the goal,
an institution. For a student or anyone
we situate learners as the organizing con-
else to become a learner, it is necessary to
stituent of language instruction. The best
have goals and to derive from the environ-
available analysis of C2 identifies the de-
ment the means for achieving those goals.
sired behaviors and prioritizes them to
Thus, in a language program learners are
some degree. At the same time the basic
responsible for extracting the maximum
rationale for providing organized instruc-
benefit from available resources--namely
tion is that learners share fundamental
teachers and materials. Most learners of
cognitive capacities. Thus, learners ap-
LCTLs in a formal learning environment
proach the material in similar ways and
spend the majority of their time studying
on their own. This means that learners
are headed toward the same general
goal.
Despite common genetic predispositions
are responsible for managing their instruc-
tion outside of class where there is no in-
and a lifetime in the base culture, there is
4
The OSU Foreign Language Publications: Pathways
10