View Content #23706

Each day language shifts, changes, and is used in remarkably creative ways. As such, it becomes difficult to define a standard set of words and structures to be used. Furthermore, language variety, personal preference, and a heterogeneous set of linguistic landscapes ensure constant diversity. As language teachers, we have the profound opportunity to help learners navigate these ever-changing language systems by teaching foundational content, skills, and strategies for engaging with speakers of the target language. Our focus for InterCom this month is a look at language as a skill and ways to approach language teaching and learning from this perspective.

We maintain:

Language is a skill to be learned, not a static set of content.

Much like learning to cook, or in a metaphor borrowed from a colleague, like learning to drive, language requires hands-on practice and a focus on the skill, not just knowledge of the component parts. Take, for example, learning to make a blueberry tart. One approach would be to learn all the ingredient words, the measurements, all of the actions needed by name, and then the steps. However, learning the words for sugar, blueberries, cream, crust, whisk, blend, and bake do not ensure a successful blueberry tart. Instead, it becomes essential to actually do the actions, sometimes with help, until the skill itself is mastered. In this way, the baker also learns adaptations needed based on temperatures, altitude, or number of people.  Language is very similar; we must help learners gain skills through hands-on work, and not just learning about the language they wish to master. In InterCom this month, we focus on ways this approach can be especially useful, meaningful, and practical.

Happy Baking!