PDF #68 – L G Kelly – 25 centuries of language teaching
In a coherent system of education the approach to any discipline is governed by four factors: the aim of the system as a whole, the relevance of the discipline under discussion, theoretical findings in the sciences on which the discipline rests, and the availability of research results to teachers in the classroom.
Language education is the process and practice of teaching a second or foreign language. It is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.
Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Common languages are used in areas such as trade, tourism, international relations, technology, media, and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China has recently been putting enormous importance on foreign language learning, especially the English language.
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