Abstract
In Europe and the western world in general, the monolingual approach has persisted in the guise of the communicative approach—clearly a direct method derivative—until the present day. This paper calls for a drastic revision of a methodology where the learners’ mother tongue is only a stopgap device. It presents different groups of learners whotestify to the effectiveness of a bilingual approach. The evidence is in: For beginners, L1 [first language] support is an immediate solution, not a last resort. Detailed proposals are made to improve courses for immigrants with native languages unrelated to conventional European school languages. At the same time, this paper calls for a bringing together of foreign languages teachers and teacher educators to conduct combined research on what works best for foreign language learners.
Original language | English |
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Pages (from-to) | 1-14 |
Number of pages | 14 |
Journal | Journal for EuroLinguistiX |
Volume | 15 |
Early online date | 30 Oct 2018 |
Publication status | Published - 30 Oct 2018 |
Keywords / Materials (for Non-textual outputs)
- Language Teaching
- Teacher Education
- SLA