Conclusion

In closing this brief account of effective additional language teaching, three points deserve emphasis:

· The various language skills discussed above should be integrated in realistic language situations. In preparing a report, for example, students may need to read and write. They may also need to discuss their ideas with their peers, which entails listening and speaking. Imagining particular language situations may make it clear how to integrate the various language skills.

· Since useful language facility requires comprehension and fluency in ordinary, non-academic settings, paper-and-pencil tests will ordinarily be insufficient by themselves. A broader approach would include assessment of students’ comprehension of a variety of naturally spoken language passages and ability to respond fluently in conversations.

· In designing and teaching courses for additional languages, educators should assess students’ prior language abilities and cultural experience, their specific language needs, the situations in which they will use the additional language, and the proficiency level expected. From this assessment, they can select appropriate course material and activities that are authentic, motivating and challenging.