Communicative Language Teaching in the Rural Areas: How Does One Make the Irrelevant Relevant?

Autor/in	Gonzalez, Andrew
Titel	Communicative Language Teaching in the Rural Areas: How Does One Make the Irrelevant Relevant?
Quelle	(1985), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Classroom Communication; Classroom Techniques; Communicative Competence (Languages); Developing Nations; Educational Strategies; Elementary Secondary Education; English (Second Language); Foreign Countries; Relevance (Education); Rural Areas; Second Language Instruction; Philippines + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Developing country; Developing countries; Entwicklungsland; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Relevance; Relevanz; Rural area; Ländlicher Raum; Fremdsprachenunterricht; Philippinen
Abstract	Although Filipinos learned English rapidly when it was first introduced widely in the early twentieth century, English as a second language instruction in rural areas today is irrelevant to the population's needs, and it is learned slowly. Both teachers and pupils have a restricted code of language usage. An inquiry is needed into the characterization of the intermediate level of English competence, as well as of the advanced level. These levels are characterized by the ability to use English for conceptual enrichment and further learning in addition to basic communication. Three possible classroom approaches offer the means to make English relevant to rural pupils by creating a milieu where the use of English becomes spontaneous and natural rather than labored and studied. Some suggestions are the following: creating a subculture of English in a rural setting; creating a make-believe world in the classroom, much like that which occurred naturally in the early years of English- speaking presence; and creating a content-challenging milieu in the English-language classroom, a milieu that is currently confined to science, mathematics, and technology. However, broader social and political factors must be considered in order to make programming and methodology viable. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC