There is no doubt that one of the important 21st century skills is to learn modern languages, as stated by Vivian Stewart “States need to create a long term plan to expand their capacity in world languages and build on effective approaches to language learning, including starting early and creating longer sequences of study or using more immersion like experiences” (Stewart V. p. 111, 20101)
As mentioned by Vivian Stewart, there is a need for the students to study at least one if not two foreign languages. However, the teaching method needs to be carefully examined. Languages in most American or international schools have content which is divided into various units according to grammatical progression ( from simple present tense to past for future tense). While it is an important part in learning a language, it is not the best. The students learn the language and may be able to express themselves, but this will only be in a very shallow manner. For example, the students may be able to make simple sentences to express present , past or future tense, but they may struggle when it comes to doing in depth study or speaking, writing or discussing about a topic that requires a higher level of thinking. I remember during one of the courses I attended in Granada, my professor used to tell us “if you are lost in a foreign country you could survive with some vocabulary, but it is almost impossible to survive with only knowledge of grammar”.
This brings us to the question of vocabulary, where the traditional method which has been adopted earlier is that the students are given a title of the chapter which is either name of a place or a topic like going to the market or vacations etc. Then the students are supplied with a list of vocabulary words in both the native as well as the foreign language. After a couple of videos which are often based on imposed or artificial situations that are ,totally unnatural for the students who are asked to work on a project. The students reemploy the vocabulary in the project or use the technology provided for an interesting project, but it results in a very superficial understanding. They cannot learn just the language in isolation, they need to know about the culture studied as mentioned by Heidi Jacobs “how critical language instruction is as a direct means of connecting with the culture of others. There is arguable no more direct route for understanding another country or understanding someone else’s perspective than working at using the language”. ( Jacobs, H. -.52, 2010). The dilemma is successfully integrating culture in the foreign language classroom. It cannot be done in a way such that it is propagated in the traditional foreign language books, where the culture serves as a foot note or an additional note. The best way to integrate is with thematic teaching and integration.
Integrating thematic teaching can be seen in the following example: the students need to learn about global issues and they start with the problem on pollution in Mexico and while they are learning about the problems the country is facing due to high pollution, they could look into the socio economic impact of pollution and contamination and as to why a particular section of the community, it could be the poor American Indians are more effected than the others. The grammar and vocabulary is integrated through authentic texts and videos on you tube. The students could compile a list of vocabulary words from an authentic text and share it with their class through google docs. Furthermore they can see grammar being used as a living example.
In conclusion the foreign language content needs to go through a massive overhaul from being a word focus and grammatical focus to thematic focus which would automatically include geography, sociology, history, economics and culture of a place.
References:
Jacobs H. p.52, 2010 Curriculum 21, Essential Educationfor a Changing World
Stewart V, p.111, 2010 A Classroom as Wide as the World in Curriculum 21, Essential Education for a Changing World
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