Abstract
Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.
| Original language | English |
|---|---|
| Pages (from-to) | 185-196 |
| Number of pages | 12 |
| Journal | System |
| Volume | 25 |
| Issue number | 2 |
| Publication status | Published - Jun 1997 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language
Cite this
Re-thinking second language instruction, autonomy and technology : A manifesto. / Murray, Garold; Kouritzin, Sandra.
In: System, Vol. 25, No. 2, 06.1997, p. 185-196.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Re-thinking second language instruction, autonomy and technology
T2 - A manifesto
AU - Murray, Garold
AU - Kouritzin, Sandra
PY - 1997/6
Y1 - 1997/6
N2 - Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.
AB - Based on their ongoing research and development activities, the authors examine the potential for autonomous learning programmes to address the problems of first (minority) language loss. The first section of this paper outlines some of the personal, political, and practical arguments in favour of preventing first language loss during second language acquisition, particularly the cultural and cognitive advantages bilinguals enjoy. The second section of the paper turns to explain how an autonomous learning programme in New Brunswick, Canada was able to address these issues by fostering the English as a second language (ESL) acquisition of French-speaking school children without undermining the first language. Finally, the article discusses the implications of autonomous learning programmes, not only to assist in the preservation and maintenance of heritage and minority first languages, but also to expand and develop the prevailing notions of appropriate pedagogies for minority and second language education. By addressing current trends in ESL research, the article also examines how autonomous learning programmes can help to foster a more communal and wholistic approach to education, one extending beyond the boundaries of the classroom.
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M3 - Article
AN - SCOPUS:0031161657
VL - 25
SP - 185
EP - 196
JO - System
JF - System
SN - 0346-251X
IS - 2
ER -