Contributions of the Latin American TESOL Experience.

Autor/in	Young, Robert B.
Titel	Contributions of the Latin American TESOL Experience.
Quelle	(1971), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Applied Linguistics; Curriculum Development; English (Second Language); Interference (Language); International Education; International Organizations; International Programs; Language Instruction; Language Programs; Spanish Americans; Spanish Speaking; Teacher Education + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Erziehung; International organisation; International organisations; International organization; Internationale Organisation; Lehrerausbildung; Lehrerbildung
Abstract	The Latin American experience in teaching English to speakers of other languages (TESOL) differs from the United States experience in a number of ways. In Latin America, the native language is Spanish or Portuguese, and student background is much more homogeneous. TESOL began earlier in Latin America and the need there is greater. Effective TESOL instruction in Latin America often lies outside the realm of the governmental educational system, and much of it is accomplished through binational centers which receive support from the United States government. Teacher preparation is not as sophisticated, and teaching procedures are often based on pragmatism rather than linguistic theory. The Teachers of English to Speakers of Othe Languages should organize a department for teaching English to speakers of Spanish (TESS) and should design programs for that particular area. The organization should broaden its scope and not limit itself to problems of American teachers or to students in the United States. (VM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC