By Kano C.
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Additional resources for Basic Kanji Book, Bonjinsha Co.
Sample text
Valuable as this insight into the nature of bilingual vision may be, sheer experience of communication in another language for the non-natural, partial bilingual nurtured in the classroom is not enough. The amount of that experience can only be minuscule compared to mother-tongue experience, and by the time foreign language learning begins in the secondary school pupils are so constrained by their own language that they need active help to evaluate the experience and to take an outsider's view of the mother tongue.
Every foreign language lesson includes some spoken or written text and usually some visual image which refer to a particular foreign way of life. The reference may be ignored by teacher and learner, as they attempt to describe their own world using the foreign language for example using `le pain' to refer to an English loaf of bread, but the implicit reference, to a French baguette, cannot be avoided. Some foreign language lessons include description of a scene in the foreign country in which the text might figure.
This is the most obvious indication of a triumph for the modernes, since the language teaching profession is thereby in all essentials committed to a view of language as communication. `Communicative competence' is the aim for all pupils, but in different ways and with different degrees of accuracy according to the ability of the learner. Yet in Britain, and perhaps elsewhere, one of the reasons for the acceptance of anything `communicative' be it method, aim, material, psychology or whatever has been that is is seen as a better means of motivating pupils, of providing `relevant' teaching.