Foreign Language Study and the Black Student.

Autor/in	Hubbard, Louise J.
Titel	Foreign Language Study and the Black Student.
Quelle	In: CLA Journal, 18 (1975) 4, S.563-569 (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Black Education; Black Stereotypes; Black Students; Blacks; Career Opportunities; Cultural Influences; Educational Objectives; Higher Education; Humanistic Education; Individual Development; Language Instruction; Second Language Learning; Secondary Education; Self Actualization; Self Concept + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Cultural influence; Kultureinfluss; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Individuelle Entwicklung; Zweitsprachenerwerb; Sekundarbereich; Self actualisation; Selbstverwirklichung; Selbstkonzept
Abstract	To view knowledge of a foreign language only as a classroom tool is limiting for any young person, and especially so for the black student. "What good will study of a foreign language do me?" is a legitimate question for any student to ask. For one thing, foreign language study liberates the mind. Beginning with the first contact with a foreign language, students develop a new perception of reality. Black students learn "indelibly and irrefutably" that minority status does not mean inferior. In addition to these humanistic reasons, there are also career-related reasons for foreign language study. Job opportunities open up in various areas for persons who, in addition to training in specialized areas, also have developed competence in a foreign language. Teachers, administrators and students themselves must see that Blacks receive training that will qualify them for superior positions and give them the flexibility needed for career adjustment. Both students and administrators must insist that good instruction and the opportunity to develop language skills are made available in the foreign language class. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01