Foreign language education needs revamping

By Sarah Hann - Indiana Daily Student

The full text of this article available online at:
http://www.idsnews.com/news/story.aspx?id=76312


There’s been an increasing emphasis in the past couple of decades on American children learning another language.

My mother had a foreign language requirement in both high school and college, but my father didn’t have one — foreign languages were still considered an elective for him and his classmates.

I’ve had to take one since the first grade. I was never very good at it — actually, I’ve hated every Spanish class I’ve ever taken, all 12 years’ worth. And in that 12 years, I got — well, “nothing” seems too extreme, but I’m far from fluent.

And when I got to college, I continued with Spanish because I’d tested out of part of the requirement.

But I never got an “A” in a language class, finished as quickly as possible and practically threw myself a party when I was finished, so relieved was I that it was over.

Basically, I treated it the same way I treated math classes.

I’m convinced that I’m never going to need high-level math — it’s important to be able to do long division, but I probably won’t ever need to prove the third angle of a triangle.Others might need it, but this journalism and history major will be avoiding math-related jobs.

Foreign languages, however, apply to all majors.

In an age of increasing globalization, the more languages you speak, the better. So foreign language requirements in school, as much as I didn’t like them, can really only help.

In theory.

In practice, 12 years of Spanish means I could help a Spanish-speaking customer pick out and pay for an outfit when I worked in retail, but I’d be lost after about five minutes in Madrid. I just don’t know enough Spanish.

I’ve found that’s the case for a lot of people: They learn enough to survive a class, but that’s it. They can’t apply the material to real life.

So while language requirements are a good thing, there needs to be an increased emphasis on students really learning the language, not just a few vocabulary words and (if they’re lucky) the difference between the preterite and imperfect tenses.

Steps are being taken toward our becoming a more bilingual country.


You can E-mail the article author at: hanns@indiana.edu

Practical techniques for Early Childhood Development and Stimulation

Methods of Early Childhood Development Stimulation

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages

Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Learning English as a Foreign Language with Laughter

Laughter, the Best English Language Learning Tool
see full text online at: http://www.guardian.co.uk/education/2007/dec/05/tefl2

When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?

In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.

In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.

They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.

When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)

Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.

Full text of this article available online at:

http://www.guardian.co.uk/education/2007/dec/05/tefl2

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Practical techniques for Early Childhood Development and Stimulation

Methods of Early Childhood Development Stimulation

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin
• Talking or reading to the unborn child
• Gentle massages

Important Note: Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

Language Study Mandatory In Years 6, 7 And 8 in Queensland, Australia

Language Study Mandatory In Years 6, 7 And 8
http://www.mysunshinecoast.com.au/articles/article-display/language-study-mandatory-in-years-6-7-and-8,17333

Education and Training Minister Geoff Wilson has reaffirmed the Queensland Government's commitment to the study of languages in years 6, 7 and 8.

Mr Wilson said 90 per cent of Queensland state schools would teach languages in years 6, 7 and 8 by the start of the 2011 school year, with the remainder of schools coming on board in 2012.

"A 21st century education needs to equip young people to participate and engage across an increasingly globalised world," Mr Wilson said.

"The Queensland Government believes that through learning languages our students gain intellectual, social and cultural benefits.

"Learning a language provides them with analytical and communication skills that will enhance their learning in other areas."

Mr Wilson said the languages taught in schools would be determined by the school principal in collaboration with the school community, and in response to student needs.

"Many of our schools currently offer languages in some form or another," he said.

"What we are doing now is ensuring there is consistency of learning across schools and in the key middle years of learning.

"Establishing the study of language in upper primary school provides a strong early foundation in language learning from which students can move forward into secondary school and continue their study in a setting that allows for deeper specialisation.

"Mandatory language study in years 6, 7 and 8 provides a good basis for those who will seek to continue to study languages until the end of high school and beyond."

Mr Wilson said the restoration of languages in the middle years would recognise that Indigenous languages and Auslan (sign-language) were also options for schools for language study.

"Asian languages are also an important option for our schools as a greater cultural understanding and the ability to engage with our regional neighbours in their own language will provide extensive future for individual students and Queensland," he said.

"As the Australian languages curriculum is developed over the next few years, schools will begin using the national curriculum where it is available in the language that is offered in their school.

"The introduction of this national curriculum will provide young people across Australia with an opportunity to learn languages through a consistent and world-class curriculum."

More information about Languages in Queensland state schools can be found at: http://education.qld.gov.au/curriculum/area/lote/index.html

Minister for Education and Training
The Honourable Geoff Wilson
29/05/2010

How to Talk on the Telephone in English

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Accented teachers may be better for English language learners

The Washington Post
http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.html

A new study on how well students learn second languages from teachers with accents suggests that Arizona may be making a mistake by trying to remove heavily accented Hispanic teachers from classrooms filled with Hispanics trying to learn English.

School districts in Arizona are under orders from the state Department of Education to remove teachers who speak English with a very heavy accent (and/or whose speech is ungrammatical) from classrooms with students who are learning to speak English. Officials say they want students who don’t know much English to have teachers who can best model how to speak the language.

I wrote the other day about the difficulties in determining just how deep an accent has to be to be considered a problem, but here’s another side of the issue.

According to a new research study conducted in Israel, students learn a second language better from a teacher who speaks in the same accent as they do.

The study, published in the Journal of Psycholinguistic Research, said that students learning from a teacher with the same accent have an easier time understanding the material. They don’t have to spend time trying to understand the English in a different accent.

According to one of the report’s co-authors, Psychology Professor Zohar Eviatar, the concentration a student would have to summon to understand English in a different accent is considerably greater than if the student were a native English speaker.

In Arizona, that would mean that Hispanic kids studying English would learn better from teachers with Spanish accents.

The research, conducted at the University of Haifa, has implications not just for second language acquisition, but for how well students learn new subjects, Eviatar said.

The study was performed by researchers from different backgrounds. Dr. Raphiq Ibrahim is an Israeli Arab with an Arabic accent; Dr. Mark Leikin hails from the former Soviet Union and speaks with a Russian accent; Eviatar is a fluently bilingual Hebrew-English speaker. The team was both personally and professionally curious to know more about the accent effect.

Full text of this article available online at:

http://voices.washingtonpost.com/answer-sheet/learning/accented-teachers-may-be-bette.html

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.