The Teaching of English - as a Foreign Language

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The history of foreign language teaching in Norway is not very long in a historical perspective. About a hundred years ago most Norwegians had little or no need to be able to communicate with people who spoke another language. The case today is very different. Kids who grow up in 00 hardly know what it is like to be a member of a small community without many opportunities of communication with other language groups. The kids of our time are born and raised to be citizens of the world geographically, racially, politically and language-wise. Not only is our country now inhabited by people from all over the world, but media, technology and travel habitsing the world to us - and us to the world. This makes the demand for good communication skills in at least one foreign language stronger and more appearent than some decades ago. Our Norwegian languge is such a small lingual community that the knowledge of a second language is decisive for us to be able to communicate and interact with other cultures. The cooperation across the borders of countries and cultures is constantly increasing, and the need to be proficient in a world language is strong. The probabilty of our pupils somewhere in the near future working in a field where good language skills are required, is so definite that we have to take this challenge seriously and make an effort to find out how language is best taught.

It is my experience and understanding that in our country, many English lessons may have looked somewhat like this

1. Listen to a text (on a tape, or now usually a CD) Cheap essay writing services offer help on The Teaching of English - as a Foreign Language . Answer questions about what happened in the text

. Write down words in your glossary

4. Practice reading and translating the text

5. Memorize words

6. Word test in class

7. Read and translate text loudly in class

8. Listen to new text

. Write down new words........ etc. etc.

In addition to this reproductional pattern, the teaching of grammar has been important. All pupils should know the patters of I am, you are........, I was, you were......, my-mine, your-yours, his .......etc. I do not say that this teaching pattern is necessarily wrong, but I do not think that all pupils are able to communicate well in English after going through this teaching for some years. I think that this teaching method helped us learn a lot of new words and to be aware of the grammatical errors we risked doing when producing texts ourselves.

Fortuneately, the teaching methods of 00 have developed and changed into the better, and many English teachers have seen the importance of allowing the pupils to be active in their own language learning. Reading the English part of L7 we repeatedly find "the ability to communicate in English". In this plan, the main goal is not to prevent the students from doing grammatical errors, but to enable them to use the English language in a practical way. When M 74s intention was to avoid all mistakes by strong guidance from the teacher, M 87 wanted "the pupils to develop a constructive attitude towards lingual errors. Instead of being afraid of mistakes, they have to understand that they can learn from their mistakes."

L 7 goes even further, and simply states that lingual errors often are a sign of learning progess. It also claims that the best way to learn a language, is to use it. From the beginning of language learning, which probably is even prior to first grade, the knowledge and experience of each child form the basis of their language learning. Through activities and interaction they can further develop their language skills.

The idea of communicative language learning has grown to be strong in the English teaching of our time. The pupils have to be given opportunitues to use the language as they interact with others. Using the language for real communication is meaningful. Answering questions to texts which are more or less of no interest, is not to be defined as meaningful, whereas sharing information, discussing points of view, talking about fields of interest is meaningful. As the students interact with fellow students, teachers and others, they will become aware of their own language patterns and learn from other role models. Using the language actively and receiving guidance through communicating with others,will help the learner overcome obstacles, make progress and become more independent. The teachers part in this way of teaching and learning a foreign language is to accomodate learning situations where the students are exposed to language both written and spoken, and subsequently use the language actively in communication. The teacher is no longer the dominant actor in the classroom, but a guide and counsellor.

As part of a meaningful approach to English learning, the use of authentic texts is an important feature of the subject as presented in L7. On all levels the children should be presented to texts in different genres. This versatile selection of texts is supposed to function as inspiration, a source of curiousity and models for the learners. Through authentic texts learners can aquire competence within most of the components of communicative ability. Authentic texts are meningful rolemodels in the learning of lingual and grammatical issues. Authentic texts can teach us something about how the language we use in one given situation is different from what we would use in another setting. The lingual features of different societies and cultures can be taught through texts, and obviously the ability to comprehend textual context in different genres. Authentic texts are an important feature of the teaching of English in Norway today, as well as in many other countries. Texts from English speaking countries not only act as rolemodels for the students owb writing, but also gives a good insight into other cultures . Through literature our Norwegian learnes can learn to comprehend the differences between our culture and the way people in other coutries live.

Having worked as a teacher for ten years now, I have to say that in my opinion many teachers use a long time to establish teaching methods according to new ideas and principles. Unfortuneately, I believe that there still are a lot of English teachers working "by the book" that is not according to the principles laid in L7, but by the English textbook and their preceding practice. In order to work according to L7 and the communicative approach we have to implement the ideas of the teacher as a creative organizer of learning situations, where the pupils are allowed to use their own knowledge in meaningful activities. As the pupils become more aware of their own language skills we enable them to develop and become good communicaters in a world language. A good English teaching practice includes a lot of learning for the students through guidance and councelling from the teacher, interaction, a selection of authentic and meaningful texts and a strong emphasis on communication. When our students experience the joy of discovering, exploring and using the language in a creative learning environment, we have reason to believe that the same students will find their own language skills to be assets in further education and real-life situations.

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