| rpose in this series (which I failed to make clear, | | | | emerge more naturally when learners have well |
| apparently, from the beginning) has been to do two | | | | developed comprehension skills;e. such an approach |
| things. One is to show the progression of second | | | | reflects how children learn their first language. |
| language acquisition instruction in its historical | | | | – Other Second Language Teaching: |
| development through 350-word articles. The second | | | | The sense I get is that all of the methods, within |
| is see who is still using these methods, if any are | | | | classroom settings, are destined to fail. You didn't |
| using them at all. The point I've wanted to make | | | | learn your native tongue and obtain the high degree |
| regarding the Translation Method of Second | | | | of spoken fluency you had when Mom packed you |
| Language learning is that though in its strictest sense | | | | off to first grade in the context of desks, |
| it may not be used today to teach second language | | | | chalkboards, and forty other individuals. And, spoken |
| acquisition, I believe a version of it still is being used, | | | | fluency is what the average American learner is after. |
| only now, there is a conversation component added | | | | In a classroom, it seems second language acquisition |
| to the translating of written text. | | | | will always be reduced to an academic endeavor. |
| Students majoring in a modern foreign language can | | | | Grammar rules and vocabulary words have to be |
| easily come out of an undergraduate or even | | | | memorized and a conversation class may be thrown |
| graduate program and still have exceedingly poor | | | | in to justify not calling it a Translation Method |
| speaking skills in the target language. They can read, | | | | approach. I could be wrong. |
| write, and exegete written text but have poor | | | | I believe some of the methods I've covered, and will |
| accents and little to no speaking proficiency. Some | | | | cover, can work well in an individual or very small |
| are lucky enough to study abroad but not all do so | | | | group context. A husband and wife preparing to live |
| for a host of reasons. If those who study abroad | | | | in Mexico could very well employ a home study |
| aren't very disciplined and hang out with other English | | | | course using, for example, The Natural Method, and |
| speakers between classes, they miss out on the | | | | make great progress before coming to Mexico. They |
| much-needed exposure to the target language. | | | | could also hire a tutor who would just chat or follow |
| Also, I have not attempted to present these | | | | some sort of curriculum that employs one of the |
| methods as they occurred chronologically in their | | | | methods of second language acquisition that works |
| historical context. The purpose is to show the fact | | | | better one-on-one or one-on-two. |
| that a host of mythologies existed (exist). Some fell | | | | My wife and I have achieved greater progress using |
| by the wayside while others remain in various | | | | some of the methods that are no longer applicable |
| combinations or versions. | | | | within a classroom setting. We've used commercially |
| The overall point of my series is that these methods | | | | available products designed around The Natural |
| were created in an attempt to engage learners in | | | | Method, The Silent Method, and The Direct Method. |
| classrooms. The reason for the failure of many of | | | | We've more or less stayed out of the classroom. |
| the methods is that they simply could not work | | | | We will join the classroom one day. However, for |
| within the context of public school classrooms with | | | | right now, we seem to be doing well. |
| forty or more students. I believe the quest is far | | | | That we can go to a monolingual Mexican doctor, |
| from over to find an effective way to teach | | | | discuss our medical issues and understand his or her |
| students a foreign language in a group context. | | | | instructions seems to be a litmus test for us right |
| The Comprehension Approach, utilizing a host of | | | | now. We can do this and do so with few problems. |
| methods, is probably the best way to induce second | | | | We can hold an adult conversation with monolingual |
| language acquisition within a classroom setting. This | | | | Mexicans and discuss the news, weather, and sports |
| would use the following:a. before learners are taught | | | | with few problems. |
| speaking, there should be a period of training in | | | | One day, we will be at the point of composing and |
| listening comprehension;b. comprehension should be | | | | reading more complex Spanish literature. |
| taught by teaching learners to understand meaning in | | | | But, we are crawling before we start walking or |
| the target language;c. the learners' level of | | | | running linguistically. |
| comprehension should always exceed their ability to | | | | We've sought to put the horse before the cart. So |
| produce language;d. productive language skills will | | | | far, it's working. |