Education 14 - Linguistics of Foreign Language Teaching

Teaching foreign languages may be considered by some as the prerogative of bilingual teachers.  This assumes (a) bilingualism, and (b) teacher training, but one important qualification is usually forgotten … linguistics.

     Bilingualism - Although a bilingual teacher should be able to teach reading and writing, listening and speaking must be the prerogative of the native language teacher.  This principle is also known for its importance with translators.

     Teacher Training - Knowledge of the subject is, of course, essential, but formal teacher training is crucial.  Registration at teaching colleges should center on graduates of major subjects, with concentration on teaching philosophies and practise.

Thus, from experience, one observes new teachers presenting themselves in front of classes with a teacher trainer hovering, necessarily, in the background.  Difficulties occur when a foreign language is the subject to be taught.  For example, a British teacher teaching English to British students would be a straight forward matter, but the same teacher teaching French to the same students will need additional qualifications and experience.  Equally, a Chinese teacher using English to teach Chinese to Bangladeshi students, a common example, will require even greater experience.

Linguistics, in these, and similar scenarios, is often ignored.  A common problem seen with learning a foreign language is accurate pronunciation in speaking and listening.  British students in London will have some difficulty if taught by a teacher from Edinburgh, and, obviously, Bangladeshi students will have even greater difficulty learning Chinese from a teacher using English as an implement (Even though English is an official language of the country).

Teachers of foreign languages are often unaware of linguistic principles and sometimes use their intuition towards success.  Others, usually, those without training, unfortunately, may develop unfair thoughts about their student's ability.  The answer is both interesting and simple, and therefore, enjoyable.

Linguistics teaches us that our speech varies enormously because of the distances that we live away from each other.  Over long periods of time, we create different words and phrases for the same thing.  Physically, our vocal cords adapt differently, such that one ethnic group is unable to make the ‘th’ sound, and another group will pronounce an ‘f’ as a ‘v’, etc.  Such detail includes those who may have many different words for one item, for example, the word ‘ice’ by the Inuit people, or the absence of the word ‘please' in the Chinese language. 

Such knowledge becomes enjoyable for most of us when it is realized that to overcome these problems we must study, not only the history and culture of the people, but the history and culture of the language.  In fact it is our duty to the students to diligently make this study.  Then, when you, next, face the student with an arm raised to ask the question, “Why are the words ‘meet’ and ‘meat’ spelt differently, but pronounced the same?” you could discuss Germanic origins, etc.  It is probable that listening to William Shakespeare would, then, be enjoyed.  

Travel 9 - International Retirement

Recently, a close friend told me of her wish to retire to a country other than her own, with only one requirement;  the English language.  Now, that requirement needs a definition which, from my understanding, means any country where knowledge of the English language by the local population would be sufficient to permit reasonable communication.

A source of information ① provided one list of more than 90 countries using the language formally.  Of course, many of these countries use a form of English greatly modified by localization (other languages, dialect, and accent) that affect one’s ability to communicate.  In fact, there are only eight countries where English is the majority language, as a proportion of the native English population;  U.S., U.K., Canada, Australia, Nigeria, Ireland, South Africa, and New Zealand.

Of those countries, the Canadian government ② cautions against any non-essential travel to Nigeria.  Thus, from the few remaining countries, a Chinese citizen faces a difficult immigration hurdle to jump over.

Therefore, I looked elsewhere, and discovered 'International Living' ③, that appears to offer a treasure trove of information.  Unfortunately, some of the information appears to be out of date or in conflict with other destination information found elsewhere.  Nevertheless, it is a useful initial source.  For example, they provided me with a list of “Top Ten Retirement Havens” comprising the following;  Ecuador, Mexico, Brazil, France, Panama, Nicaragua, Italy, Costa Rica, Uruguay, and Belize.  Unfortunately, only three of these countries (France, Italy, and Uruguay) avoid the Canadian caution advisory against all forms of travel.  Therefore, to avoid strict European immigration rules, I concluded that Uruguay should be investigated.

Montevideo, Uruguay, has been named as the "second least expensive city in the world" ④ and, certainly, seems to show good value against the dollar.  It has a low poverty level, the second lowest level of corruption, and is the most developed and prosperous country in Latin America.  Between the years 2007 and 2009, Uruguay was the only country in the Americas that did not technically experience a recession.  Aesthetically, it is a very old-world European city, mainly as a result of the Spanish history, with minor British and Italian influences, and 85% of the population are of European origin.

Located within a temperate zone, Uruguay has a climate that is relatively mild and fairly constant nationwide.  Seasonal variations are pronounced, but extremes in temperature are rare.  Therefore, one may assume a closer investigation into our search for a haven is required.

To be continued, perhaps.

① wikipedia.com
② voyage.gc.ca
③ internationalliving.com
④ mercer.com

Education 1 - English as a Second Language

I started this blog writing about aerospace as the first subject of my profile’s list of interests.  Unfortunately, for me, I listed linguistics as the second subject, because although linguistics in its basic form has long been an interest of mine, I quickly discovered that it does not have a basic form and greatly exceeded my academic abilities.  I recently added Tom McArthur’s ‘The Oxford Companion to the English Language’ to my bookshelf and, if I dare to open it, I am lost within its wealth of knowledge for hours, just as I was with a earlier copy of Eric Partridge’s ‘Usage and Abusage’ (abusus non tollit usum) and numerous such works.

To find a topical language subject outside of academia, I decided to say something about English as a Second Language (ESL), without any attempt at prescriptivism ... and using less than 300 words.

Recently, I returned to Canada following many years teaching Business Studies to postgraduates in China, who were, hopefully, to be awarded scholarships to foreign universities.  Not surprisingly, it was necessary to include a heavy dose of ESL within each course.  I was presented with excellent students, and there was never any thought of using a stick, due to the attractive sight of the scholarship carrot.

Interestingly, the Chinese-produced exams were of English as a Foreign Language (EFL), and my protests were always met with the pervasive, “This is how we always do it” response.  I am sure that many expat teachers in China recognize this behaviour and often wonder why they had been presented with a little red book entitled ‘Foreign Experts Certificate’.

Equally, back in Canada, I had cause to visit some LINK ESL classes, and was astonished to discover that a major percentage of the teachers were immigrants from non-English speaking countries.  According to the authorities, they had all passed a TESL teaching exam ... the oral part being undertaken by their foreign peers, it seemed.  It was not surprising that many students could not understand the teachers.


I would welcome your views on this subject.