Some Characteristics of an Effective Language Learning Program. CATESOL Occasional Papers, No. 1.

Autor/in	Sutherland, Kenton
Institution	California Association of Teachers of English to Speakers of Other Languages.
Titel	Some Characteristics of an Effective Language Learning Program. CATESOL Occasional Papers, No. 1.
Quelle	(1974), (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Tagungsbericht; Adult Education; Bilingual Education; Child Development; English Instruction; English (Second Language); Language Instruction; Language Teachers; Learning; Learning Processes; Learning Theories; Second Language Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bilingual teaching; Bilingualer Unterricht; Kindesentwicklung; English langauage lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Zweitsprachenerwerb
Abstract	Children learn a second language quickly and easily simply by being exposed to it. Adults generally learn more slowly and less well. It is hypothesized that the brain in youth is extremely plastic, but hardens with adolescence and adulthood and becomes less receptive. Children learn in an active way, during play, and the language is reinforced by pleasure and by corresponding activities. Adults usually learn passively in a classroom involving only audiovisual methods and memory. Accordingly, the following characteristics of effective language learning programs are suggesged. For children: Native-speaking teachers, several hours of instruction or exposure daily, linguistically unstructured activities, no corrections until the child is fluent, cultural lessons may or may not be used, supportive home-school environment. For adults: A well-trained, dynamic and patient teacher, students with expressed goals, daily or frequent classes that are both small and homogeneous, linguistically and methodologically sound textbooks, acting out situations in the language, varied modalities of presentation, minimum of correction, outside practice, availability of tutors, individualized instruction, explication of purposes and goals of a learning activity. (CHK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01