Vol 08 No 2 TESL Reporter

              teaching english as
v61 l8mo2 vo no 2

a

second language

taie l lc

hawaii

Wntterl1975 win er 97 5

NGU ryn MN gu A y E THE FOREIGN LAnCUatCn t
by abiprt
A language

LANGUAGE secoim Nct N DIS TinC Tion dist
L
that is as widespread as engs n us on nent t r lish throughout the vadiiouk conttiinens of the gllobeejuuffilllls many different roles in the ob f ll i countries in which it is used over a long period the term foreign language was i hd 9 fii h m be y e i z used quite iind is creiminattelly to characterine the status of english in a situation where a th bulk of the popula tion were native 1 l ao speakers of some other Ianguage it is 0i

secoir
a

0

naa

signii.f6ga nt perhaps that a national advisory 6c a iic group organized in the united states in 1961 chose to call itself the national advisory council on teaching engdla as a foreign en lish u language and for which the acronym n gna NACTEPLcaame into use only a few years F occ m l am

distinc tion e page 1 by albennxmmarcwaardt berrt H irck kw rdt i lintercultural communication i n erem aw page 4 by L S harnis m TESLnn awaaaiis ptiblic schools teslLiin Haw i i au a i h haw i a by wiolfasmr Cunnmggghamppage 7 y l ii m H c nniinnnhhm age n probllemsi in ooze testing reeaxan ned re e miined Prob ems ex xam 64 page 9 by kenneth G aitken v & morrphoooicialt and syutacticgcomple n Mo phol lg g a c menttatio n of two modals and three e nl auxiliaries nge 10 by yao shen df iie brriilfling english auxiliary verabs hnnesL r b in ESsl

theporteitp llanggagage second langua ge j efo gn in uu e f d angua

CONTENTS W

s ona orga later the professiionallorganization of teachers of the subject which finally came to 0 66 fruitiion in new york city in11960j e on deW SO cided to call itself TES 0 L teachers of a english as a second pr other aanguage o lla ngua since that time the use odtthe word wcond se on fh 0 has gra dually 6vestaken the use 0 f foreign o6r di l o g to characterize the status of englliish as a iu i ny non nattiive language in matay ways thns is n na v i an unfortunate deye 1lhopmen t since it tends veI opm e r to obscure arttimporttant difference which n impor a y coulwbeindiicat ed bay az discpIimm a ting uso e r min iy a ou d be ind

i

in

1

1

dr marckwardt professor emeritus
and linguistics at princeton university is a senior we fellow of the east yest center at dile university 44 hawaii he is he of the author of american english li ingu st b n d eac e es a Lnguistiifcs yand the teache r of english and numerous other publications of english of the two terms a distinct iort which has 6n been maintained in british usage for some
years

shenpage

classes by doonai M Decker Do nld M d na l

the game setting

daecakeeue apgge 13 rp a e n vn
to more
page 19

english by emilio cortez

0

TESL reporter more fundamental we may consider the let us begin by considering the status knowlledge of french or some other foreign ede of english in a number of countries which language to be a valuable and an essential though now independent were once colocomponent of a liberal education some nies of one or another english speaking thing that liberates the individual from the m examples corne to mind readily rh nation ng confines of a single language from a single d ghana nigeria the philippines enough on the other structuring of experience in many of them english is still the m hand a knowledge of french is by no i language in which part or all of the means necessary for anyone to function 0 business of government especially the politically commercially or professionally national government is carried on parliain this country mentary debates the written statutes and although french has been cited here for government reports the conduct of the purposes of illustration there is nothing courts that points inevitably to a particular lanit may be the language in which guage to be studied from the point of all or many of the commercial view of the purposes which have been transactions are conducted it may mentioned it could as well be german also figure significantly in such cerespanish italian or russian it is the ian l monial functions as church services and guage learning experience and achievement public celebrations it is usually wholly or n rat h e maitfter than the specific language that is imth in part the language of instruction in the por tant the foreign language is rarely if schools in addition to being one of the subever the language of instruction in the jects of study and in this connection schools in general what has been said of emphasis is placed equally upon the mastery c ted french in the un itied states applies equally of all four of the language skills listening to enneish in japan in the latti n american be gu ui nei speaking reading and writing in fact the countries and in most of europe it is a aim of the educational system is often that foreign and not a second language of establish iing a fairly widespread bilingualng a in circumstances such as these it is ism and finally some of the literature evident that general bilingualism is not a produced in the country may be written in contemplated goal valuable as it may be in english individual cases the native language is in when the use of english in a country expected to remain dominant reading is fudilfssa he conditions which have just been a ftlff l l a is t i pro bably the skill that will be used most outlined we speak of it as a second lanunder these circumstances extensively guage actually the term is applicable in a except for those who engage in foreign dual sense chronologically considered it travel except for this latter point the is a second language since almost everyone classical languages could fulfill the educawlim learn either a local language or the i ll m tional function that has been specified just native national language first functionally about as well as the modem foreign lanconsidered it is a second language in that it gu ageg and in fact tthey did just that over a t he u ges becomes an additional and essential comlong period in the past munications resource at one time all of the study of english one may contrast the foregoing situation throughout the non english speaking world with countries and educational systems was conceived as falling into one or the where english may be said to occupy the other of the foregoing categories ESL or position of a foreign language not unlike EF EFIL just recently an additional concept the status of french in all but a very few has been recognized as well that of a library parts of the united states in general we l oI language 0 r 1anguage of study there are look upon the acquisition of a fair working o countries f6r example where english is not a knowledge of french as a desirable or t mo l ol of f c o j or h at all an 9 fficiialllaanguage nnor is it ithie wanor even lau dable cultural achieve mant e6 e gu age 0 f inspru ction in the primary iand lan ft o nst u il page 2
i

40w

wmter 1975 win amt

page 3 1

yet it plays a larger secondary schools role than merely that of a foreign language it serves the purpose of a window to the world to employ a phrase used by
nehru in countries such as thailand for example the thai language serves quite satisfactorily for affairs which are of purely local or national concern yet the moment the interests of the intellectual and scientific community are extended into the international sphere one of the languages of wider communication must serve as the vehicle to put the ssttuatiion into concrete iiuat on terms not long after the appearance of a new book written in english and dealing with microbiology geophysics or survey research techniques it is likely to be tran slated into japanese the possibility of its being translated into thai is very remote for one thing the market is not sufficient to justify the cost and for andh r other ahe thai are not yet certain that th their vocabulary can be successfully adaptpd ada e t to many of the current scientific disciplines in short such groups of students and scholars need to be able to read technical english but that is not the whole story if it would were the term library language be descriptively adequate we must realize however that in order to keep up with this expansion of knowledge some students and indeed some of the professionals will have to study abroad foreign scholars known l lds ledgeable in these fiieds will undoubtedly ee be brought into the country unquestionably they will have to lecture in english this adds to the reading skills already specified that of aural comprehension students in seminars or study groups will b have to respond to their instructor in his b
own language which demands a speaking knowledge they may be asked to prepare papers and reports and if any publishable scholarship comes out of the venture it will have to be written in engish en lish this poses the necessity for a command of all four of the language skills the demand for this kind of competence is not as extensive as it would be in a country where

I

english is a second language in that a smaller portion of the population is affected and the range of subject matter is considerably restricted nevertheless within these limits a high degree of competence is required and h de certainly far more than just a reading knowledge for this reason the term language of study seems to characterize the e situation much morg precisely than library
language

ii ll e uko most schemes of classification this one is open to the charge of oversimplifi cation not everything is as neatly cut and dried as it has been presented here in
certain instances india for example english has the status of a third rather than a second d aJillke j j dg Jlanguage and although indiia oliike the philippines is firmly committed to bilingualismun like the philiippines english is not necessarily a es contemplated as one of the two languages of the duo in japan english has not only the status of a foreign language but virtualmae dat o y n ly that of a amandatorry foreign language rather than one of a number of freely available possibilities in short although these three categories are useful to a degree we must remember that every country circumstances presents a set of circumstances peculiar to itself which in turn affects not only the place of english in the educational system but the m otivation the goals and the w ii methods oftteaching tthe language as well ea gh

TESL REPOR TER O

young university 711waaiii campus ha aw i allcece C pack ii li a editor staft wapl herni michael foley k ca pi i bag he g william galllaagher

A quarterly publication of the english Ion nguage jinstitutte lO l angu a instit u e and the B ATESL pro gram of the brigham B ATES tr am

ten

staffapihemi
116

articles relevant to teaching english as a second langu age in hawaii the d south pacific and asia may be subr h o u h b x 57 to h e e mitted botth ee ditor tkrough box l157 brigham young university hawaii campus laie oahu hawaii 96762 b
manuscripts should be double spaced mi hyp and typed not exc eediing siix pages l c d ng