Talati
model paper and Junior Clerk model paper 14
Using existing cognitive and linguistic resources
An important insight emerging from task-based
methodology is that we can, and must, create in the classroom “a need to
communicate which brings into play not just target-language resources, but all the other resources learners have at their disposal (emphasis ours), for example, conjecture, gesture, knowledge
of conventions, numeracy, and the mother tongue” (Prabhu 1987: 29).
Learners in Class I or Class IV may be
“babies” in the new language, but cognitively they are children, not toddlers.
Failing to use their (and their teachers’) existing cognitive and linguistic
abilities deprives us of a resource, and alienates the learner, who fails to
make a connection between the new language and her mental world. This is the
consideration behind our recommendation for cutting across the barriers between
languages, and between content subjects and languages.13
No comments:
Post a Comment
Thank you For Comment....