Making Language Relevant
In the Netherlands, Norway and Denmark bilingualism is the norm; trilingualism is nothing special. While in the UK, Australia and the US we simply don’t expect a fellow adult to know anything other than English, unless there is a really good reason.
But there is no special language gene clustered in certain countries that the Anglophones lack. Neither Norway or Denmark has a set of inspirational English language textbooks that there is no equivalent for on the other side of the North Sea.
What divides the bilinguals from the monolinguals is motivation. If students can see an immediate point to putting in the effort to learn a language then they will. English is the global language, in many professions it is the common language, it is the language of Hollywood blockbusters and Harry Potter novels. It exerts some pull.
English speakers can feel less need to look beyond their own language. But we are missing out: in not directly experiencing the cultural richness of other countries, in restricting who we can communicate with, and most importantly by not challenging our own assumptions.
Language is intrinsic to how we experience the world, having that experience through another language demands another perspective. And that kind of flexibility of mind is an essential component to thriving in a diverse and fast changing world.
How then do language teachers in an English speaking environment address the challenge of relevance and motivation?
First by moving textbooks from the centre of lessons to the margins. By designing learning activities in which language becomes a tool for something else, rather than an end in itself. A good example of what that looks like comes from the Grade 5/6 Extended class who have been learning about the environment, and the language of opinion and advice.
Students broke into groups to present a news report in French or Spanish on an environmental issue. Ava and Ellie chose pollution in the sea around Scotland, something they both feel strongly about. On their own initiative, they got information from Scottish government websites because they recognised it would be up to date and reliable; they looked up technical words (they taught me ‘déchets’ - waste); and then put it together using the language and grammar of opinion they had previously learnt. On the other hand, Fares, working with Harry, chose air pollution in his home country, Egypt - a topic he feels strongly about.
The most common words students used to describe these activities were ‘fun’ and ‘interesting’. Textbooks and worksheets may have their uses, but when they are the course, they deprive students of choice in their learning and thus the opportunity to find their own meaning. Students who find material interesting, don’t ask the question, ‘why am I learning this?’ They don’t need to.
You can have a look at some of the amazing results of the Grade 5/6 lesson here (Spanish) and here (French)
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