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A very useful article for initiating discussion on Estonian language learning……….. If one wanted to examine role models for foreign language learning, I would highly recommend looking at the Alliance Française program because it has a lot of features which could be very usefully copied for Estonian language learners in Estonia and overseas [ http://www.alliancefrancaise.o... ]. For example, in addition to traditional classes, they have corporate (French in their case) language training on a flexible schedule for individuals or small groups. They arrange to have the instructor come to your office if needed, etc. etc. Their formula of mixing cultural/literary events and flexible language classes would work well in Estonia also. The cultural activities offer more opportunities for practicing language skills and increase interest/motivation, etc.
Also, at the university level, there has always been promotion by researchers of the concept of "single language environments" to enhance learning and retention of new languages. In North America, one example would be "Estonian only" university dorms for language students, where students would live entirely in that language when they were there. Some researchers suggest that clustering students in such an intense language environment would be equivalent to having ten language teachers instead of one (and this type of program is currently being discussed for implementation at one major U.S. university that I am familiar with). Language learning dispersed in "chunks" throughout the day is also recommended by experts for better long-term language retention, etc. and this fits in well with the university dorm/”intense single language cluster” concept described above.
Also, at the university level, there has always been promotion by researchers of the concept of "single language environments" to enhance learning and retention of new languages. In North America, one example would be "Estonian only" university dorms for language students, where students would live entirely in that language when they were there. Some researchers suggest that clustering students in such an intense language environment would be equivalent to having ten language teachers instead of one (and this type of program is currently being discussed for implementation at one major U.S. university that I am familiar with). Language learning dispersed in "chunks" throughout the day is also recommended by experts for better long-term language retention, etc. and this fits in well with the university dorm/”intense single language cluster” concept described above.
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0Yes, I know what you are talking about. Our university is akso working on some of these concepts to improve foreign language learning for adults. Interested to what innovations will be implemented in Estonia too.
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0The programmes are ineffective in the absence of motivated learners.
The Canadian experience is illustrative here. The English in Quebec had little success in learning French, until it became necessary and worthwhile. The carrot and stick approach works well.
In Estonia today, it's still possible to live comfortably as a unilingual English or Russian speaker. And Russians are putting more effort into learning English than Estonian.
The Canadian experience is illustrative here. The English in Quebec had little success in learning French, until it became necessary and worthwhile. The carrot and stick approach works well.
In Estonia today, it's still possible to live comfortably as a unilingual English or Russian speaker. And Russians are putting more effort into learning English than Estonian.
2
0I agree that motivation is very important, and "necessity" is one of the strongest motivating factors.
Just two examples that interested me.........(1) In Hong Kong, studying French is "very big" (after English of course) and it is common to meet very eager ethnic Chinese students attending the literary (book/author) events at the French bookstore there. ....and the literary events are really great, I must say. They have prestige authors visiting from France, for example. Yet, for the most part, most of these Chinese students do not seem to be studying French for any practical economic gain (nor any real intention to live in France, for example). For the most part, the attraction is the prestige French culture and the ability to read French literature (most of which is not necessarily translated into Chinese or English). The students who study French at college in HK, would also be motivated to get top grades (these are A or A+ students that I am talking about).
(2) The second example involves courses in Sanskrit for students in the Buddhist Studies department there. Sanskrit, once a major language, is almost extinct as a spoken language. Written Sanskrit is still actively studied however, mainly because many original Buddhist religious writings are in Sanskrit. I was told that a lot of the original meaning is lost when translations are done into other languages.......and this is why the students are very, very keen to learn to read Sanskrit..........because the "original" meaning of Buddhist writings is very important for them.
..........So, how to make learning Estonian very attractive for a larger audience? That is a question of interest to me.
Just two examples that interested me.........(1) In Hong Kong, studying French is "very big" (after English of course) and it is common to meet very eager ethnic Chinese students attending the literary (book/author) events at the French bookstore there. ....and the literary events are really great, I must say. They have prestige authors visiting from France, for example. Yet, for the most part, most of these Chinese students do not seem to be studying French for any practical economic gain (nor any real intention to live in France, for example). For the most part, the attraction is the prestige French culture and the ability to read French literature (most of which is not necessarily translated into Chinese or English). The students who study French at college in HK, would also be motivated to get top grades (these are A or A+ students that I am talking about).
(2) The second example involves courses in Sanskrit for students in the Buddhist Studies department there. Sanskrit, once a major language, is almost extinct as a spoken language. Written Sanskrit is still actively studied however, mainly because many original Buddhist religious writings are in Sanskrit. I was told that a lot of the original meaning is lost when translations are done into other languages.......and this is why the students are very, very keen to learn to read Sanskrit..........because the "original" meaning of Buddhist writings is very important for them.
..........So, how to make learning Estonian very attractive for a larger audience? That is a question of interest to me.
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0Samalt IP numbrilt on siin varem kommenteerinud: maret (14:48)
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