By Michael Byram

Written by means of the winner of the 1987 BAAL booklet prize, this publication bargains with the purchase of realizing of international cultures and peoples. it's also a examine of the philosophy and objective of language instructing in all its features, within the context of international language instructing in secondary schooling. The ebook is written for language academics and, even though it attracts on disciplines no longer frequently incorporated of their schooling education, it does so from in the profession's personal point of view. it truly is an try to increase academics' and newcomers' wisdom of the complete academic worth of international language studying.

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Valuable as this insight into the nature of bilingual vision may be, sheer experience of communication in another language for the non-natural, partial bilingual nurtured in the classroom is not enough. The amount of that experience can only be minuscule compared to mother-tongue experience, and by the time foreign language learning begins in the secondary school pupils are so constrained by their own language that they need active help to evaluate the experience and to take an outsider's view of the mother tongue.

One chapter is written jointly with two of my colleagues on that project, Dr Veronica Esarte-Sarries and Ms Susan Taylor, who have both contributed more to this book than the chapter which bears their names; I am grateful to them both for listening and commenting in many conversations. The project, `The effects of language teaching on young people's perceptions of other cultures', was planned by Dr Patricia Allatt and myself. To Dr Allatt, who worked on the project for one year full-time and as consultant for the following two years, I owe a great debt of intellectual gratitude.

If we justify language teaching and motivate pupils solely, or even just mainly, by putative communication needs and those needs turn out to be non-existent, then the justification disappears and most of the motivation with it. When we attempt to persuade pupils by this appeal to relevance and appropriateness, and they argue that they do not and will not have such communicative needs or, what has the same effect, cannot imagine themselves having such needs then we are pre-programming our work for failure in their eyes.

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