Weak Links in Foreign-Language Teaching

Abstract

T HE appalling lack of genuine interest in foreign languages has not changed in the postwar era. Language classes, particularly in German, would still be exceedingly small, were it not that definite language requirements are forced upon the student body. Those responsible for teaching languages have consistently disregarded this deplorable situation, consoling themselves with their pathetic plaint: Languages are stepchildren of the academic So far, no serious attempt has been made to bring about a change of attitude toward foreignlanguage study. Elimination of its most obvious weaknesses would, it seems to this writer, improve this situation. One of these weaknesses is the materialistic evaluation of academic subjects. Only recently, a feature writer of a well-known New York newspaper appraised academic subjects in dollars and cents. A similar attitude pervades large sections of the student body: The future monetary reward which the study of a certain subject will assure seems to be the question uppermost. Few persons appear to realize that our school and college curriculums should aim fundamentally at a broad general education which excludes consideration of any specific gainful occupation. Few educators, however, would deny the value of serious language study. Adequate information should be given by those responsible for education. Not only would the study of foreign languages benefit by this, but those who still believe that the mere possession of a B.A. diploma is the key to future happiness and prosperity would be spared many heartaches. Another weak link in foreignlanguage teaching is the failure of language teachers to recognize the specific needs of the student. Even a casual survey will show that the majority of students of German and French, for example, desire primarily to acquire a reading knowledge of the language as a basis for future study in their major field. Obviously, these students should be provided with a course pursuing this aim to the exclusion of all others. Should the instructor of such a group successfully arouse some of his students to a wider study of the language in question, then he is doing a good job. He will, however, send out a discouraged group of students, denouncing the study of language as a waste of time, if he fails to realize the fundamental goal of the whole class. Unfortunately, this outcome is all too common as a result of continual experimentation