Questions and Answers
People wanted to learn a foreign language due to the ______ tradition, which comes from the need to communicate in everyday and professional life.
marketplace
The significance of foreign language teaching is dependent upon ______ interests, among others.
social
During the Roman Empire, Latin was used as a ______ franca.
lingua
In the Middle Ages, Latin was used in ______ documents and formal education.
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During the Renaissance, humanists favoured ______ over Latin.
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The primary motivation of the ______ tradition is anchored in the academic field.
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The Grammar-Translation Method was only marginally useful for preparing people to engage in ______ and business deals.
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Comenius edited the first textbook for ______ with pictures.
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French was the language of ______ and refined culture.
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The British Empire and the global dominance of the ______ led to the spread of English as a world language.
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Speaking English can be a question of ______ and empowerment.
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The spread of English has led to ______ and cultural imperialism.
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English dominates ______ culture, the Internet and social media, trade, finance, politics and academia.
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English has become the ______ franca in the modern world.
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According to Kachru’s model, the inner circle includes countries such as the ______, UK, and Canada.
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English is considered a ______ skill.
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The most important purpose of lingua franca-English is ______.
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In the 18th century, English was taught in German ______ of urban middle classes.
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The three-tiered and class-based system in the 19th century included ______, Realschule, and Gymnasium.
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The Grammar-Translation-Method focused on the ______ word and analytical language learning.
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Wilhelm Viëtor's reform movement emphasized the importance of ______ skills and oral communication.
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According to Viëtor, the FL should be taught as a ______ language.
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Since the mid-19th century, syllabi and guidelines for each school type were determined as the basis for teaching and learning in EFL classrooms in each of the German states and _______________ the learning objectives for each school year.
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Several large-scale assessments (PISA, TIMMS, IGLU) showed that students were lacking ___________________ competences, transfer skills and application knowledge.
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The Standing Conference of Ministers of Education and Cultural Affairs of the German Länder developed national educational standards for the intermediate school graduation certificate in _______________ .
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The national educational standards do not specify ___________________ , but define competences which students are expected to have attained at certain stages of schooling.
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The primary reference resource for the development of national educational standards is the ___________________ .
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The CEFR was designed to provide a transparent, coherent, and comprehensive basis for the elaboration of language ___________________ and curriculum guidelines.
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The Common European Framework of Reference for Languages (CEFR) promotes the ______ formulation of educational aims and outcomes at all levels.
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The CEFR has had an enormous impact on ______ policy making and test design.
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The German National Education Standards emphasize ______-oriented education.
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Primary school learners should have achieved ______ and communicative competences on an A1/A2 level.
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By the end of Secondary Level I, students should have reached at least the ______ level.
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Secondary Level II core objectives include the development of ______ competences.
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Lehrplan Plus involves planning lessons according to teaching objectives, including ______ and methodologische Kompetenz.
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Critics argue that the Bildungsstandards ignore ______ in the sense of personal growth, orientation, and reflection.
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Some critics suggest that the standards should be changed to ______ standards for weaker learners and maximum standards for encouraging best performance.
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The debate around the Bildungsstandards involves the tension between ______ and individual freedom.
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Study Notes
Development of ELT
- Marketplace tradition: learning a foreign language for everyday and professional life
- Monastery tradition: primary motivation is anchored in the academic field
- Factors influencing foreign language teaching:
- Social interests
- Economic interests
- Political interests
- Cultural interests
- Academic interests
Historical Perspective
- No linear story of progress in language teaching and learning
- Significance of foreign language teaching dependent on varied factors across history
- Relevant topics:
- Principles of language acquisition and teaching a foreign language
- Political decisions on practical language skills vs. further educational objectives (e.g. cultural content)
Development of English Language Teaching (ELT)
Roman Empire
- Latin as lingua franca
Middle Ages
- Latin for political and legal documents, formal education, and religious services (Bible)
Renaissance (15th-16th century)
- Renaissance humanists favored Greek over Latin
Early Modern Period (15th-17th century)
- Two models of FLT:
- FL as a system (Grammar-Translation Method)
- FL for communicative purposes (holistic style of learning, practical communication, and knowledge of the language system)
- John Comenius: edited the first textbook for Latin with pictures, advocating for a holistic approach
Role of French (17th to late 19th century)
- French as language of diplomacy and refined culture
- Did not become lingua franca due to limited speakers
Spread of English (18th, 19th, and 20th century)
- English as a world language
- British Empire (18th-19th century)
- Global dominance of the US (20th century)
- English as a blessing and a curse:
- Key to empowerment (participation in certain discourses)
- 'Killer language' (spread, relevance, and value of other/indigenous languages)
- Linguistic and cultural imperialism
International Perspective
Today
- English as lingua franca (dominates pop culture, the Internet, social media, trade, finance, politics, and academia)
- Kachru's model 'The Three Circles of English' (1985):
- Inner circle: US, UK, Canada, etc.
- Outer circle: India, Singapore, etc.
- Expanding circle: China, Russia, etc.
- English as a life skill
- Mastering English forms cultural, social, and economic capital
National Perspective (Germany)
18th Century
- English gained some ground in German schools
- ELT in urban middle-class schools (monastery tradition)
- Practicing oral communication in English (marketplace tradition)
19th Century
- Three-tiered and class-based system
- English gradually became the second modern foreign language
- Grammar-Translation Method:
- Language taught formally (according to classical languages)
- Aims were accuracy (formal correctness) and profound knowledge of words and grammar
- Focus on written word and analytical language learning
- Reform movement of the late 19th century (Wilhelm Viëtor):
- Against elitist form of higher education
- Modern languages should be taught as living languages
- FL teaching should concentrate on functional skills and oral communication
Historical Evolution of Educational Standards
- Since the mid-19th century:
- Syllabi and guidelines for each school type
- Determined learning objectives for each school year
- Large-scale assessments (PISA, TIMMS, IGLU):
- Students lacking problem-solving competences, transfer skills, and application knowledge
- Huge differences among students regarding competences
- National educational standards for the intermediate school graduation certificate (2003):
- Standards do not specify content, but define competences students should have attained
- Basis for comparative tests across schools
- Primary reference resource: Common European Framework of References for Languages (CEFR)
Common European Framework of Reference for Languages (CEFR)
- Main principle: promotion of positive formulation of educational aims and outcome at all levels (can-do statements)
- Aims:
- Promote and facilitate cooperation among educational institutions
- Provide a sound basis for mutual recognition of language qualifications
- Assist learners, teachers, course designers, examining bodies, and educational administrators
- Structure:
- A1/A2: Basic User
- B1/B2: Independent User
- C1/C2: Proficient User
- Impact:
- Shift from input of teaching to output of learning and testing of functional competence
- Enormous impact on educational policy making, test design, teaching, and academic debates
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Description
Explore the history of Teaching English as a Foreign Language (TEFL), including the development of ELT and the significance of foreign language teaching across history.
