On Teaching Foreign Languages: Linking Theory to Practice

By Marcela T. Ruiz-Funes | Go to book overview
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Complete Transcription of Interviews with Participating Teachers


Interviewer (I): OK, well today is Thursday, September the 24th, and it's our first formal meeting to discuss the different issues that we want to discuss—relating theory to practice in foreign language teaching. And, we have the four teachers: SS, BG, KM, and SB. Today we will talk about the Proficiency Movement. I would like to get from you your reactions, your beliefs about what you have read. (The teachers have read an article written by Alice Omaggio Hadley in which she describes the Proficiency Movement and explains the different hypotheses.) So, who wants to start? Your reactions, beliefs?

T1: I'll start. I think that a good concept that they use in this particular text is that language authenticity has to be used in the classroom in as many different ways as possible. You have to introduce them, not to just grammatical structures all the time. They have to see these grammatical structures on the video screen or in a poem or in a song, whether it's at the first level or it's at the more advanced level. Of course, you're going to gauge your language and your vocabulary to fit the level of the class, whether it's beginning or whether it's advanced. I think if you expose them to little bits of elementary literature or elementary poetry… I had even at the level one. They memorized little poems and they get used to that kind of structure.

I: How easy is it for you to present authentic material to the class? Using the textbook, …is the textbook you're using bringing up that kind of authentic material you want to use?


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