Recognition of High-School Scholarship in Foreign Languages

Abstract

The question of what phases of language work to emphasize in high-school teaching, the matter of the recognition of limitations imposed by conditions which prevail in public school systems, the question of the articulation of secondary-school subject matter and methods with those of the colleges and the recognition of achievement in language work at the high-school level are all aspects of a topic that we might designate as Recognition of High-School Scholarship in Foreign Languages. And while we spend time searching for objectives and and disciplines, we should recall the old Spanish saying, El amor no se busca, ya esta, which at first may seem nonsensical but which has a measure of profound philosophy. El amor ya esta in the sense that the aptitudes and interests of the students, the nature of the high-school curriculum with relation to the college and also as a terminal course of study should be determining factors to a greater extent than they generally are. While we look elsewhere for solutions, many of the conditions of the high-school situation make it a natural for language training. So often the secondary schools find themselves attempting the same program that colleges normally present and the colleges in turn devise exemption and placement tests based on what they themselves might give. Perhaps our entire program could be materially strengthened by a timely recognition and definition of functions on the part of both groups of teachers. Perhaps an attempted definition of scholarship in our general area will help us recognize our failings as well as the unusual opportunities that are ours. Scholarship is not a thing nor even an attainment. It is a process-an attitudeof learning which we share with the student. I believe that this attitude has three principal attributes: humility, integrity and authenticity. Arrogance has no place in any teacher, nor has assumed superiority or vindictiveness. We learn as we teach and may thus inspire learning. On the other side of that desk are potentially greater and better people. Integrity is a companion of this humility. Let's not sacrifice it to expediency under the pressure from parents, or through the influence of petty politics, or even guided by our own selfish interests. Authenticity is in turn a derivative of integrity. Under the pressures of masseducation attitudes and of the mass-man concept of our time, we sometimes find ourselves dedicating our efforts to mediocrity. We too often think in terms of media, reports, averages, lines, window shades, and bells! All of these leveling