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In the sixteenth century, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication. The study of classical Latin (the Latin in which the classical works of Virgil, Ovid, and Cicero were written) and an analysis of its grammar and rhetoric became the model for foreign language study from the seventeenth to the nineteenth centuries
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Montaigne described how he was entrusted to a guardian who addressed him exclusively in Latin for the first years of his life, since Montaigne's father wanted his son to speak Latin well.
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The Protestants emphasized the need for universal education and established elementary vernacular schools in Germany where the children of the poor could learn reading, writing, and religion. This innovation was to have far-reaching effects on education in the Western world.
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There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century
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There were occasional attempts to promote alternative approaches to education; Roger Ascham and Montaigne in the sixteenth century
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There were occasional attempts to promote alternative approaches to education; Comenius and John Locke in the seventeenth century.
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The decline of Latin also brought with it a new justification for teaching Latin. Latin was said to develop intellectual abilities, and the study of Latin grammar became an end in itself.
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One of the educational pioneers of great stature was John (Johann) Amos Comenius Effective education, Comenius insisted, he characterized the schools, which treated them as if they were, as "the slaughterhouses of minds" and "places where minds are fed on words." Comenius believed that understanding comes "not in the mere learning the names of things, but in the actual perception of the things themselves."
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One aspect of Locke's theory--the notion that the mind is made up of "faculties"--was interpreted to mean that the function of schooling was to "train" the various mental faculties. Latin and mathematics, for example, were thought to be especially good for strengthening reason and memory.
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As "modern" languages began to enter the curriculum of European schools in the eighteenth century, they were taught using the same basic procedures that were used for teaching Latin. Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated.
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Text book consisted on statements of abstract grammar rules. List of vocabulary and sentence for translate, speaking the foreign language was not a goal.
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Nineteenth century textbook compilers were mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized. Oral work was reduced to an absolute minimum while a handful of written exercises, constructed at random came as a sort ' of appendix to the rules.
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Gouin had been one of the first of the nineteenth-century reformers to attempt to build a methodology around observation of child language learning
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Toward the mid-nineteenth century several factors contributed to a questioning and rejection of the Grammar-Translation Method. Linguists too became interested in the controversies that emerged about the best way to teach foreign languages, and ideas were fiercely discussed and defended in books, articles, and pamphlets
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Opposition to the Grammar Translation Method gradually developed in several European countries. This Reform Movement, as it was referred to, laid the foundations for the development of new ways of teaching languages and raised controversies that have continued to the present day.
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The Frenchman C. Marcel referred to child language learning as a model for language teaching, emphasized the importance of meaning in learning, proposed that reading be taught before other skills, and tried to locate language teaching within a broader educational framework.
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The Oral Approach was developed by British applied linguists
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Content Based Instruction and Task Based language Teaching emerged as a new approach to language.
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Being a 21st century educator means the ability to be able to teach and reach all learners. That means the ability to differentiate learning so that all students are able to learn using their own unique style and/or by their ability or readiness level.
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An effective educator will have the know-how and the wherewithal of how to efficiently implement and incorporate technology into the classroom in a way that will be productive for all students.
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With the rapid changes in technology and the way that students learn, educators must be able to embrace change and adapt to it, not only in technology but in education as well. Technology changes daily, as do new teaching strategies, testing techniques, and the way we are able to learn and communicate with others
