Re: Foreign Language
McBryan Alignan
Dwbtrhalf@... wrote:
children with their English assignments at the St Pierre Hospital down
the road from us - located on the beach in Palavas.
Some of the hospitalized children meet in a classroom to do their
homework that is sent to them from their schools. Some of the
children appeared very advanced in English - according to the work
they were doing - reading essays - or excerpts from movie scripts
or poems - answering questions of grammar and so on.
Conversation? They were totally lost. No outline. No questions.
Nothing to refer to...What's up?
So I helped them with their work - proofread stuff - followed the
stinking program. We also did spoke of some stories we all knew.
We began conversations and stories without any testing or "ulterior
motives". It was fun. They opened up and had a fun time - laughing
at the funny 'misunderstandings' and silly 'errors' that popped up.
Some were hilarious. There was nothing waiting at the end of the
line - no grade. The learning came from learning it freely and
going with it wherever it went. This is the "air" that is necessary
for *retaining* knowledge - knowledge that someone chooses to seek out
on their own accord because they want to know and are enjoying the
process of coming to know.
I wonder often about these "teaching methods" of foreign language.
So much stress on grammar and usage and written word - and translation -
with little attention to using and listening to the language. It is
ridiculous and competes with grasping the meaning of the words - the
language. Listening and eventually participating in real live
conversatation - watching movies, perhaps - and totally immersing
oneself in a language by hearing and living it is the way to learning
and knowing another language. Leaving the dreaded grammar and the
written word aside or using it to support understanding/reading without
it being the main focal point is what facilitates *understanding*.
Those "advanced" English students at the hospital were totally lost
without their curriculum and papers and they understood very little
English.
It's a shame - and just about no one realizes why.
Diane McBryan Alignan
> I'm teaching two French classes, one for pre-school and one for about ageWhen I first came to France, five years ago, I went to help out some
> eight and up. The moms who stay in the younger class are such a joy and an
> enormous help in encouraging the children. I can't imagine this group now
> without them. I've taught young children in many different situations in the
> past, but this is our first year of home schooling and I had no idea what to
> expect of these children and was REALLY nervous at the beginning. What I've
> discovered is that the more unstructured the class, the better, in most ways.
> We are having a ball.
>
> Marcie
children with their English assignments at the St Pierre Hospital down
the road from us - located on the beach in Palavas.
Some of the hospitalized children meet in a classroom to do their
homework that is sent to them from their schools. Some of the
children appeared very advanced in English - according to the work
they were doing - reading essays - or excerpts from movie scripts
or poems - answering questions of grammar and so on.
Conversation? They were totally lost. No outline. No questions.
Nothing to refer to...What's up?
So I helped them with their work - proofread stuff - followed the
stinking program. We also did spoke of some stories we all knew.
We began conversations and stories without any testing or "ulterior
motives". It was fun. They opened up and had a fun time - laughing
at the funny 'misunderstandings' and silly 'errors' that popped up.
Some were hilarious. There was nothing waiting at the end of the
line - no grade. The learning came from learning it freely and
going with it wherever it went. This is the "air" that is necessary
for *retaining* knowledge - knowledge that someone chooses to seek out
on their own accord because they want to know and are enjoying the
process of coming to know.
I wonder often about these "teaching methods" of foreign language.
So much stress on grammar and usage and written word - and translation -
with little attention to using and listening to the language. It is
ridiculous and competes with grasping the meaning of the words - the
language. Listening and eventually participating in real live
conversatation - watching movies, perhaps - and totally immersing
oneself in a language by hearing and living it is the way to learning
and knowing another language. Leaving the dreaded grammar and the
written word aside or using it to support understanding/reading without
it being the main focal point is what facilitates *understanding*.
Those "advanced" English students at the hospital were totally lost
without their curriculum and papers and they understood very little
English.
It's a shame - and just about no one realizes why.
Diane McBryan Alignan
[email protected]
In a message dated 12/17/99 12:17:40 PM Eastern Standard Time,
clairefree@... writes:
<<
I wonder often about these "teaching methods" of foreign language.
So much stress on grammar and usage and written word - and translation -
with little attention to using and listening to the language. It is
ridiculous and competes with grasping the meaning of the words - the
language. Listening and eventually participating in real live
conversatation - watching movies, perhaps - and totally immersing
oneself in a language by hearing and living it is the way to learning
and knowing another language. Leaving the dreaded grammar and the
written word aside or using it to support understanding/reading without
it being the main focal point is what facilitates *understanding*. >>
Ah yes, I agree completely. Grammar and writing are when someone, at
whatever point in her life, wishes to "study" a second language. Not, in my
opinion, for young ones.
We have an interesting situation at home. Speaking French when we can. My
husband does not, my oldest has chosen French as her second language of
choice. My six year old is a star in her German class. So, we do what we
can with speaking French at home, and I am desperately trying to keep up with
Carolyn's German!
Marcie
clairefree@... writes:
<<
I wonder often about these "teaching methods" of foreign language.
So much stress on grammar and usage and written word - and translation -
with little attention to using and listening to the language. It is
ridiculous and competes with grasping the meaning of the words - the
language. Listening and eventually participating in real live
conversatation - watching movies, perhaps - and totally immersing
oneself in a language by hearing and living it is the way to learning
and knowing another language. Leaving the dreaded grammar and the
written word aside or using it to support understanding/reading without
it being the main focal point is what facilitates *understanding*. >>
Ah yes, I agree completely. Grammar and writing are when someone, at
whatever point in her life, wishes to "study" a second language. Not, in my
opinion, for young ones.
We have an interesting situation at home. Speaking French when we can. My
husband does not, my oldest has chosen French as her second language of
choice. My six year old is a star in her German class. So, we do what we
can with speaking French at home, and I am desperately trying to keep up with
Carolyn's German!
Marcie