Different methods are employed throughout the world when it comes to learning a foreign language. Which method is the most effective? In this review I use three different sources which outline the variety of teaching methods and styles and the results of each approach. Source one demonstrates how learning foreign languages at an earlier age is a more successful technique. In source two I elucidate the different factors that affect learning a foreign language and how to both convey to a student and how a student learns a foreign language most effectively. In source three I display a study where students are taught foreign language in an atypical manner. Overall, I explore questions pertaining to success in foreign language and how this success is achieved.
Source 1In the article titled, “A Third Language at Primary Level in Ireland: An Independent Evaluation of the Modern Languages in Primary School Initiative,” John Harris and Denise O’Leary describe and discuss a study given to primary school Irish pupils known as “The Modern Languages in Primary School Initiative.”
This “initiative” began due to growing public interest and debate about proper emphasis on foreign languages in primary school. A specific plan was implemented that would hopefully improve success for pupils in foreign languages. The plan given is as follows, “pupils in the final two years of elementary school receive 1.5 hours of tuition within the normal school week in one of the four languages: French, German, Spanish, or Italian. The modern language teachers are either members of staff in the school or, more often, visiting (non-staff) teachers” (3). The evaluation of this project was separated into two phases: evaluation of students and surveys of class teachers and principals. In phase one they found that pupils made major progress in a variety of different aspects of the foreign language including listening comprehension and spoken communication. They also studied the attitudes of the students. In phase two they found that the majority of teachers and principals found the study to be beneficial for the school, students, and teachers. This article continues to provide repetitive data showing how this specific initiative is a successful one. Overall, this language initiative used in Ireland was very successful. Not only did pupils gain comprehension, language skills, and confidence in foreign language but the teachers did as well. The article concluded with the concept to expand this initiative worldwide and ways in which this might be possible. This specific source helped me answer the question on how to achieve proficiency in foreign language. After reading through the article and surveying the results I have found that the study shows teaching foreign language at an early age allows for rapid progression in foreign language education. This is one approach that can help students be successful. For example, in the article, the initiative outlined, “that the vast majority of pupils have made real progress in developing (a) listening comprehension skills and (b) an initial competence in spoken communication” (4). In addition to this positive statistic they found that 84% of students were pleased with their success and that the majority of students reported actually enjoying learning the modern language (4). Clearly, these results show how this initiative was in fact successful in increasing proficiency. Not only does it show immediate increase in actual academics but also an increase in mindset towards the subject. This is an additional important factor that adds to success in attaining proficiency in foreign language. Students who start the language at a young age and enjoy it are more likely to continue to study the language and are therefore more likely to be successful in the language. In my project one narrative I discuss my personal experience with foreign language. I started learning a foreign language, unfortunately not in elementary school but in high school. Then, I added an additional foreign language two years later. Evidently, I did not learn foreign language at an early age. Does this mean that I am not successful in knowing a foreign language? John Harris and Denise O’Leary would argue that I do not have full competence in my chosen foreign language because I did not begin learning the language early in my education but rather at a later age. Although I may have learned foreign language later than Harris and O’Leary would suggest in order to be successful, competence in language is not solely possible due to early development. I added Italian as a second foreign language in addition to Spanish and I am adept and proficient in both languages. There appears to be a controversial issue here. How would O’Leary and Harris define proficiency compared to my own definition? Proficiency in a language is defined as having an understanding of the language, ability to speak the language, and the capacity to write the language. Although I may have not learned the language at an early age, I feel as if I am proficient in the foreign language due to other factors. For example, in my project one narrative I outlined how I studied Italian in Italy with a host family and how beneficial this was in learning the language. I studied in a foreign country where I was immersed in the culture and language for over a month. This increased my language aptitude many times over and in fact, forced me to become fully proficient in Italian. In addition, in a personal narrative titled, “Hablando desde experiencia,” Josie Alford discusses a specific event which demonstrates another method used to achieve proficiency in foreign language. Within her narrative she describes a certain situation that occurred while in Washington D.C. A Hispanic woman approached Josie asking if she spoke Spanish and asking if she could help her find her way to the White House. Josie’s background in Spanish included just a few years in high school and she had not practiced Spanish in more than a year. After analyzing what the stranger had said, Josie, although nervous, was able to respond successfully and provide the correct directions. The reason why this is so significant is because when placed in a real life situation, Josie was successful. it is important to know definitions and translations; however, understanding and responding in social situations is more useful in our society today. Importantly, Josie was able to communicate successfully despite the lack of early foreign language development. In total, learning language at an early age can definitely help pupils learn the language faster and achieve proficiency; however, without early foreign language involvement, success in language is just as achievable. |
Source 2In the article titled, “Acquiring A Second Language For School,” Virginia P. Collier at George Mason University, discusses different methods used in order to accommodate the large increase in “language minority demographics.” Collier stresses how for the past ten years she and her colleagues have worked to outline the length of time needed for students to achieve exceptional proficiency in the second language. Collier feels that the instructional approaches utilized in schools currently have not been successful; therefore, she provides a “conceptual model” where she explains what factors can affect early language education and how to successfully provide education to these students. She separates her dissertation into four major concepts: sociocultural, linguistic, academic, and cognitive processes. This is what she defines as making up the “conceptual model” . After describing each individual concept and the effect upon the student each concept provides, she continues to present research evidence to support her model. Each component she stresses is interdependent and therefore if one is not achieved then success in language is doubtful.
After describing her conceptual model she goes on to discuss the role of input and instruction in language development. She talks about different teaching methods used and which has been most effective. She concludes with how her theories have proven that it is absolutely crucial to have extensive cognitive and academic development in students’ first language in order to have success in second language acquisition. This article differs from the other article because this article was written in hopes of providing better methods of teaching students in schools where the primary language spoken at school differs from the student’s own first language. In contrast, the other sources discuss learning a foreign language, as its own distinct subject rather than learning all subjects in one foreign language. Collier discusses that learning a foreign language is affected by four major concepts and is not simply a standard process such as standard courses. For example, when she discusses the sociocultural aspect of her model she stresses how the instructional environment at school is linked to student success. She discusses how “community or regional social patterns” (2) can influence students’ achievement in school and prejudice and discrimination can significantly impinge on students. Next, she describes the linguistic aspect of her model. Within this component she stresses how in order to have academic success in a secondary language, a student’s primary language has to be developed to a “high cognitive level” (3). Furthermore, the third component of her model, academic, includes all other schoolwork and subjects. After a series of tests and research, Collier discovered that it is more efficient to teach students other subjects in their primary language while at the same time providing a secondary language class. Lastly, the fourth component of the model, cognitive development, is most often neglected in U.S. schools today. In order to have success in the secondary language, the student needs to have high cognitive development in both their primary language as well as the secondary language. After reading through Collier’s conceptual model I ponder the legitimacy of her studies. Although there is clear data to show how success in learning a language correlates with the balance of the four components of her model, I disagree that this is the only possible way to learn a language. For example, in order to learn a language through the conceptual model, one needs to be in a very specific setting. There are a countless number of multilingual speakers who have proficiency in two or more languages , many of whom did not use the conceptual model. By failing to acknowledge the fact that the conceptual model is not the only method leading to success in foreign language development Collier hinders our understanding of the conceptual model as well as foreign language teaching methods as well. The main reason why Collier hinders our understanding is because it is extremely difficult to follow her model and she proposes that her model will automatically lead to success. She states how a student needs to not only have a high cognitive level but also have a very strong background in their primary language. Students who are similar to the students studied within Collier’s research do not necessary have all of the credentials needed to be successful within her model. Overall, although Collier provides some useful research that can in fact help students learn a foreign language successfully, she fails to reference the rigorousness and difficulty of her model, which can in fact impede many students attempting to follow her model. Collier helps answer my question regarding useful methods to learn a foreign language in two ways. Firstly, she stresses that in order to be able to learn a foreign language successfully, it is essential to have strong competence in a students’ first language. Secondly, she stresses that “students achieve significantly better in programs that teach language through cognitively complex content, taught through problem solving, discovery learning in highly interactive classroom activities” (7). This differs from the methods used in source one. Collier states that students do poorly and do not improve when the focus of the programs are simply discrete units of language taught in a very structured manner. Within source one, the initiative was taught in this manner; however, the students still improved. In addition, students within the initiative were simply kindergarten students that most likely did not have a strong proficiency and cognitive development in their primary language. Collier would argue that although these students may have had surface level improvement, the long term effect will be minimal compared to Collier’s specific method. Although both methods of teaching foreign language were beneficial to the pupils, Collier’s method is more successful in the long term. Sociocultural contexts, cognitive development, and strong ability in primary language are three key factors that Collier outlines that lead to strong learning and understanding of foreign language. A few of the methods that outlined by Collier, have been experienced by me firsthand. I lived in Italy for a month with a host family. Once I left Italy I was a completely different person with close to full competence in Italian. How did this happen? I went to Italy knowing the basics and came back a nearly fluent communicator. As Collier so expertly describes, the sociocultural context is an important factor that can significantly affect the learning of a foreign language. While in some situations the sociocultural context can hinder learning, living in Italy surrounded by Italian speaking host parents and becoming immersed in Italian culture encouraged my acquisition of the language. In addition, Collier stresses that it is crucial to have a strong foundation in one’s primary language. When I was in Italy I was 16 years old was competent in English. In addition, I had also previously taken Spanish so this small foundation most likely sped up the process. Clearly, Collier’s methods applied to my experience and I agree that Collier’s conceptual model can be a successful way of teaching foreign language provided that the environment is ideal according to Collier. |
Source 3In the article titled, “Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition,” Salwa Al-Darwish elaborates on a study conducted throughout all Kuwaiti school districts where kindergarten school teachers who had no prior experience with English learned English through a program at the CBE (College of Basic Education) and began to teach elementary students a second language: English.
The study consisted of twelve different kindergarten classes each being observed and interviewed. The teachers would teach their classic curriculum with the addition of an English requirement. After the study had been conducted, the analysis of the classroom observations as well as interviews identified four themes (5). The themes included, “Teachers’ and parents’ dissatisfaction with the curriculum, the lack of real communication, spontaneity, and innovation in the classroom, cultural awareness, and teachers’ dissatisfaction with their educational training” (5). Additional dissatisfaction with this program arose from the lack of cultural awareness as well as the lack of real communication rather than simply being competent in speaking and listening but not reading and writing. Lastly, the study showed how the teachers themselves felt they were lacking in English skills and thus not properly trained to teach English to others. All twelve teachers occasionally made errors in English pronunciation, intonation, and grammar in the classroom (7). In conclusion, the article showed how much has been done in the last decade and a half to meet the demand for English teaching in Kuwait, but more has to be done to ensure quality teaching and learning in the kindergarten classrooms. Although it has been proven that learning foreign language at a younger age is beneficial and cannot be deleterious, this specific study had more negative effects than positive. For example, while Al-Darwish interprets the data he notes major dissatisfaction from both educators and parents. Teachers noted that student motivation decreased significantly. In addition, children often made grammar or spelling mistakes; however, the teachers were not competent enough to correct those errors. Furthermore, parents felt as if the decision by the Ministry of Education to proceed with this new curriculum caused their children dislike school and protest attending. Parents felt that the focus of the class should not be on English; but rather, the classroom setting. Learning should be fun so that students do not lose interest and come to despise education. The reason why this failed is due to the situation in Kuwaiti. The Kuwaiti Ministry of Education decided to add English as a compulsory subject in the public kindergarten school curriculum. This decision was made without any thought to the possible negative effects that might arise. Due to this impulsive decision, current kindergarten teachers in Kuwaiti schools added English to their repertoire and began to teach it. Although this may seem fine, the teachers did not have any prior knowledge of English other than the textbook that was given to the students. They were forced to learn English on their own and then immediately teach it to their pupils. Thus, students did not learn English well and neither did the teachers. This is why students, parents, and teachers alike viewed this change as a major miscalculation. Although this specific example may have failed I do not think the Ministry of Education in Kuwaiti made a bad decision. The decision should have been modified but choosing to implement the English language in Kuwaiti elementary schools was a positive one. While Kuwaiti society views this experiment as a failure, I disagree and view this as a learned lesson and an opportunity. If the teachers were given proper knowledge of English or if there were other English-speaking educators, this study could have resulted similarly to “the initiative” outlined in source one. Learning the language at an early age has been proven to be beneficial as long as it is in the right setting with proper instructors. Suitable teachers would be able to impart the information using more enjoyable activities rather than straight out of the textbook. This study differs from the others because the study failed to show a positive way of learning foreign language. This source counters source one because although both methods were similar, outcomes were vastly different. Both studies showed the same innovative method of teaching students a foreign language. Source one discussed teaching Irish students English and source two discussed teaching Kuwaiti natives English. The aims of both programs were to provide a more effective way of teaching students foreign language. Both studies chose to teach students language at an earlier age; however, one study was successful and one was in fact ineffective. The reason why study one was successful was because it was organized with specific teaching methods employed with competent teachers. In contrast, source three failed to utilize proper teaching methods along with a lack of skilled educators. This small difference created two completely different outcomes. This shows how learning a foreign language is multi-faceted. Simply implementing a disorganized program at a young age does not produce successful foreign language speaking students. Overall, in order to create successful foreign language speakers, there needs to be a good environment with a balance of many different factors outlined in sources two and one. |
The majority of students that I have come into contact with do not have competence in the foreign language they studied. Although they may have studied the language for 4-8 years, they are far from fluent and have trouble understanding true natives. Our society has changed. No longer has learning been about the true pursuit of knowledge but rather now learning has become something to “get through.” Students look for that A+ but forget about the actual point of school: to gain knowledge, not to get a good grade. It is important to learn methods to teach foreign language because of the increase in tolerance and globalization and to preserve what culture and language remains. In today’s society, culture has begun to slowly disintegrate. Language competence is beginning to deteriorate yet being proficient in multiple languages often assures success in business and in daily life . Is the increasing lack of proficiency in foreign language due to poor teaching? Or, is this simply because of random unknown societal shifts? If we are able to implement these methods outlined by both Collier and Harris and O’Leary, hopefully languages in total will be more ubiquitous in society. Possible future research on this subject could include why it is better to learn at a younger age? Adults tend to have more experience and knowledge; however, early language acquisition has the highest success rate in fluency and proficiency. In conclusion, there are a variety of different methods to ensure foreign language success; however, in today’s society few are truly implemented.
Photos:
- http://www.njfamily.com/NJ-Family/September-2012/Eight-Myths-About-Multilingual-Kids/
- http://www.barnesandnoble.com/w/early-learning-of-modern-foreign-languages-marianne-nikolov/1112377755?ean=9781847699879
- http://www.mapsofworld.com/flags/kuwait-flag.html