Why Teach Modern Modern Foreignlanguages?

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When a person runs a job with a clear awareness of the importance of what he does, necessarily results will be better. Teaching a modern foreign language in a world like the one we have had living becomes an excellent opportunity to try to educate new generations and make them citizens of the world, that is integrate it with commitment, enthusiasm and joy. The response to the question title of this contribution has changed over the years. We, the teachers who have been trained professionally to teach a modern foreign language (and to train future teachers languages), in the vastness of the institutional functions that we request, sometimes assume that everyone knows the importance of our job. Not so and often need to analyze and discuss one response with our colleagues and our students. We must know how we impact on our students and society from the cognitive, social, affective, and psychomotor and language and also effects of our work on linguistic reeducation of our students and in broadening their horizons from cultural, professional, academic and human. We know how to guide them become better students. We must remember, in short, that our work is "teaching", but "educate".

Why teach modern foreign languages?


The history of modern foreign language teacher training in United States is a recent history. The National Autonomous University of Mexico in 1955, designed first curriculum aimed at training professionals of the language. The document was drawn to a professional and should be charged of other things, teach a modern foreign language. In 1987, the Mexican Universities and the now faculty of languages and literature began offering its academic program of the BA in Modern Languages (Zhao and Huang 2010). One of the lines was training teaching of modern foreign language, because corporate needs to be determined.

Experience tells us that before the professionalization of teaching languages were taught by staff, who had studied in universities abroad, by native speakers who arrived to Mexico and, different reasons, were dedicated to teaching their native language or by people without professional training taught a language that was already known (Schmid 2010).

Some, experience also tells us, they did so intuitively very correct and produced people capable of communicating at high levels in the target language, others were limited to "apply" the textbooks had been previously identified as "official" (Allen and Negueruela-Azarola 2010). This is the so called "Decadent practice" in the early twenty first century, the "professional practice dominant "in our field, which is exercised by professionals duly prepared to educate teaching a modern foreign language and the "practice emerging professional "is one that we have yet to conquer the society (language teaching and LMLE at all levels and modalities, translation, interpretation, editorial work, etc.). Being so young professional of languages, it is still much the way that must conquer the social recognition and respect in the global world (Zhao and Huang 2010).


One of the questions we asked in the 80 most frequently and those who were part of ...
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