Foreign Language Instruction: Teaching Methods

From preschool parents to Pentagon chiefs, people are calling for more foreign language instruction. Factors driving the demand include China’s economic growth, which has prompted the College Board to add Chinese to its list of Advanced Placement tests. Also driving interest in language studies are the growing populations of heritage students being raised in homes where another language besides English is being spoken. Finally, both parents and educators are recognizing the value that language studies provide in preparing our youth for living in a global society.It is recognized that it is easier to master additional languages at younger ages than during adulthood.

A child's language learning is greatest in pronounciation, somewhat weaker in the area of grammar usage, and slight when considering vocabulary development. A few hours per week is advantageous in learning a foreign language with education focused on the use of words, songs and a few ritualized exchanges. This approach at least begins an appreciation of a different culture and its language in preschool and elementary age children, although mastery is not to be expected at this age. Research has shown that older students can learn foreign languages by focusing on grammar and mechanical structure. Adapting teaching strategies that allow these students to converse ideas to others in the language have the largest benefits toward mastery. On the other hand, research has shown that adults require 575-600 class hours (25 hours per week) plus 3-4 hours per day for homework to master languages even close to English. For the more difficult languages, 2,200 hour of classroom instruction is required. Compare that to a typical college year of language instruction in the classroom is approximately 180 hours plus homework.

Take into considerations the following points when considering if and when foreign language instruction should be pursued:
First, recognize that simply starting early does not guarantee that a language will be learned.

Second, support age-appropriate foreign language teaching — a total immersion program for young children, moving toward a more explicit focus on structure for adolescents and adults.

Third, be realistic with students and parents about how much foreign language skill a few hours a week of instruction can generate, especially for preschool and elementary school learners. Such limited instruction will not lead to mastery, but it may build motivation and a"taste" for language learning.

Fourth, recognize that for almost everyone, high proficiency in a foreign language will develop outside the classroom, through conversations with native speakers made possible by the skills acquired in the classroom.

Last, the precise impact of a student’s foreign language aptitude is affected by threeimportant variables — age; type of exposure to the language; and "linguistic distance," or the degree of difference between the native and the foreign language. In the end, aptitude, while difficult to define, clearly is an important factor for adolescents and adults learning a foreign language in the classroom.

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