An Introduction to New Ideas in Language Teaching: An Annotated Bibliography for Teachers

Abstract

During the past few decades a major shift has occurred in the view of language taken by linguists, psychologists, anthropologists and philosophers, giving impetus to a corresponding change of focus in foreign language teaching. Old questions have been re-asked, and new answers are being formulated. What, exactly, IS language? How do people learn languages? What is the role of grammar instruction? Of the language classroom? How can we best teach listening, speaking, reading and writing? What happens inside the learner as he/she learns a language? How can the teacher accelerate that internal process? The re-asking of these questions has generated new ideas which have begun to permeate classroom practice, and whose influence will likely be felt for some time to come. The broad term of Communicative Language Teaching (CLT) has been applied to new methods, materials, and even syllabi that have grown out of these new ideas. Methods falling under the CLT umbrella share two common elements: focus on the development of communicative abilities in students rather than on the instillation of knowledge ABOUT the language; and a view of the learner as a creative participant in the learning process rather than as a passive recipient of information. Even the traditionally assigned role of grammar instruction has been questioned by second language acquisition theorists like Stephen Krashen, whose five hypotheses emphasized the role of the subconscious in language acquisition. The American Council on the Teaching of Foreign Languages (ACTFL) is actively promoting proficiency as the principal goal of language instruction. Thus theorists and practitioners have turned their attention to the student's ABILITY in the language, rather than to their knowledge ABOUT it. As researchers, theorists, curriculum developers, and classroom teachers address these issues, an enormous quantity of new and provocative material is being generated. This annotated bibliography is offered as a compilation of easily accessible works of both practical and theoretical orientation. These works may serve as an introduction to this rich new field for new and experienced teachers, graduate students, methods instructors refocusing their courses, and others who wish to expand their understanding of the nature of language and language learning. Unfortun tely, such a bibliography can only scratch the surface of the offerings in this vast field, but interested readers will find more extensive citations in specific areas in many of the works listed. Those works marked with an asterisk are recommended for readers seeking a quick yet representative introduction to the field.