The Teaching of African Languages: Content, Context, and Methodology.

Autor/in	Moshi, Lioba
Titel	The Teaching of African Languages: Content, Context, and Methodology.
Quelle	In: Penn Language News, (1994) 9, S.1 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; African Languages; Classroom Techniques; Course Content; Educational Environment; Instructional Materials; Material Development; Media Selection; Second Language Instruction; Second Languages; Teacher Developed Materials; Teaching Methods; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Klassenführung; Kursprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Medienwahl; Fremdsprachenunterricht; Second language; Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Minderheitensprache
Abstract	Three interdependent components--content, context, and methodology--are discussed as they relate to the teaching of African languages to non-native speakers. Content depends on type and availability of instructional materials, which may be quite limited. If textbooks are not available, the teacher must select from varied authentic materials and graded stories. Absence of graded materials such as textbooks requires that the teacher be trained in or familiar with learner-oriented teaching strategies, and has the disadvantage that learners can not preview and review materials from the same source. Establishment of content goals facilitates lesson planning. Dictionaries may be scarce, and materials should include a simple, relevant glossary. Social and cultural contexts of the content used are important elements in effective teaching of grammar, because they may be unfamiliar to the learner. Role-playing can be used to establish context. Successful classroom language teaching addresses individual learners' needs and balances competence and performance. Class preparation should include an outline of areas to be covered, detailed notes on subject matter, and a list of lesson-related activities. The lesson plan should be flexible, and incorporate these stages: familiarization; review of old material; introduction of new material; group practice; and reinforcement. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC