This posting is some thoughts on teaching a FL after having read some of the article in our class.
I think it is understood/accepted that the best any FL course can do is to prepare students for studying in the country of the target language. In other words, having a degree in a FL (BA or MA) alone without having experience of studying overseas does not make learners proficient in the FL at all. The majority (if not all) of MA students have studied in the country of the target language. However, it seems that with the correct use of all the available technology (including some of the tools covered by the 'Reports' that we've read), it is realistic and possible to achieve the same results (if not better, if we are only talking about linguistic competence) if a learner went to the country of the target language. Of course the question is how to implement technology into the FL classes wisely (some of the doubts abou 'unwise' use of technology are expressed on Tanya's blog).
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I can relate to what you're saying about how well we can learn a FL without going to the target language country. I studied both Spanish and Russian for my major in college. My Spanish is much better than my Russian, and part of that may be related to having less exposure to Russian outside of the class. I wonder how my experience might have been different if the FL classes used some of this technology in productive ways...
ReplyDeleteI think structured immersion is the best way to learn a FL, and that's easiest to accomplish by actually going and living in the country. But it might not work because the learner can isolate themselves and not interact with the locals. In the same way, using technology to immerse learners may effect similar experiences, but the learner may not respond for a host of reasons. In either case, well-designed, structured activity is key I think.
ReplyDeleteI would add to Amy & Jon's comments that motivation is also a huge factor. I haven't ever studied abroad in a Spanish-speaking country (shhhh, it's my dark secret) but most of my professors & colleagues assume I have because I sought out every possible opportunity to get input & converse with native speakers outside of class. If I could have added to all of that experience in a virtual world or something like italki, I would have soaked it up like a sponge...because I WANTED it. Ultimately I think the students who want to learn the language will find a way to do so and the ones that don't...well, maybe we can change a few of their minds with tech & make it more engaging for them, you think? :)
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