|Teaching Additional Languages (IAE - IBE - UNESCO, 28 p.)|
Teaching additional languages means teaching a second, third or further language within students countries of origin or in countries to which they have migrated. Because there are so many languages in the world and so many reasons why students should learn them, the teaching of additional languages is a great challenge and opportunity for educators.
Though we originally conceived this booklet concentrating on English as an alternative language, we recast the work to apply to any additional language for several reasons. Although many people want to learn English, many would also like to learn French, Japanese, Swahili, and other languages. This might have suggested commissioning not several but dozens of booklets to cover the major world languages and their variants, which would be far beyond the present scope of the series.
Second, much of the research on teaching and learning of additional languages is published in English and concerns English-language learning. But there is little reason to restrict unnecessarily the general principles that can be drawn. Consider this booklets first principle: Learners need exposure to lots of meaningful and understandable language. This applies to Arabic and Korean, as well as to English.
Even so, as series editor, I have been thinking of other ways to appropriately meet the needs for evidence-based practices for educators of many language and cultural groups around the world. Making available booklet translations in Chinese and Spanish on the worldwide Internet, as we have begun, is a beginning.
This booklet is part of the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. Like the others in the series, this booklet focuses on evidence-based practices that improve learning.
I am grateful to my two co-authors for initial drafts and continuing work on the material in this booklet. Elliot L. Judd is an associate professor and the director of the masters degree programme in the teaching of English to speakers of other languages (TESOL) programme at the University of Illinois at Chicago. He was the founding editor of TESOL journal, and has written articles and books and presented papers on TESOL methods, curriculum and materials design, and language policy. Professor Lihua Tan teaches in the Department of English at Guizhou University of Technology in the Peoples Republic of China. She has carried out advanced study at the University of Illinois at Chicago and continues to translate IAE-IBE booklets into Chinese. For suggestions on an earlier draft of this booklet, the authors thank Professor Erik De Corte of the Centre for Instructional Psychology and Technology at the University of Leuven in Belgium and president of the International Academy of Education, and Dr. Santiago Cueto, research director of the Group of Analysis for Development in Lima, Peru.
The officers of the International Academy of Education are aware that the booklets in this series are based on research carried out primarily in economically advanced countries. The booklet, however, focuses on aspects of learning that appear to be universal in much formal schooling. The principles seem likely to be generally applicable throughout the world. Even so, practices based on the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting, suggestions or guidelines for practice require sensitive and sensible application and continuing evaluation.
HERBERT J. WALBERG
Editor, IAE Educational Practices Series
University of Illinois at Chicago
Previous tides in the Educational practices series:
1. Teaching by Jere Brophy. 36 p.
2. Parents and learning by Sam Reading. 36 p.
3. Effective educational practices by Herbert J. Walberg and Susan J. Paik. 24 p.
4. Improving student achievement in mathematics by Douglas A. Grouws and Kristin J. Cebulla. 48 p.
5. Tutoring by Keith Topping. 36 p.
These titles can be downloaded from the websites of the IEA (http://www.curtin.edu.au/curtin/dept/smec/iae) or of the IBE (http://www.ibe.unesco.org/publications) or paper copies can be requested from: IBE, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland.
This publication has been produced in 2001 by the International Academy of Education (IAE), Palais des Academies, 1, rue Ducale, 1000 Brussels, Belgium, and the International Bureau of Education (IBE), P.O. Box 199, 1211 Geneva 20, Switzerland.
It is available free of charge and may be freely reproduced and translated into other languages. Please send a copy of any publication that reproduces this text in whole or in part to the IAE and the IBE. This publication is also available on the Internet. See the Publications section, Educational Practices Series page at: http://www.ibe.unesco.org
The authors are responsible for the choice and presentation of the facts contained in this publication and for the opinions expressed therein, which are not necessarily those of UNESCO/IBE and do not commit the organization. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO/IBE concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.
Printed in France by SADAG, Bellegarde.