Improve libraries

Libraries are crucial to the success of this kind of foreign language program. In foreign language situations, students do not generally have access to comprehensible input outside of class. We can provide comprehensible input in the form of libraries, libraries filled, of course, with interesting books and magazines, but also filled with interesting audiotapes and videotapes. Such a library, open to the public, allows foreign language students to continue to obtain both aural and written comprehensible input long after the class is over. Such libraries would be enormously beneficial to those who need to bring their competence to high levels and to those who need a refresher before travel.

Maintain strong first language education

Strong second/foreign language education should not weaken first language education. The first language can contribute background knowledge and literacy development that stimulates second language development, and of course advanced first language development stimulates advanced cognitive development.

English need not be taught in massive doses

Recall that our goal is not to develop native-like proficiency: Our goal is only to help students reach the intermediate stage, so they can continue to improve on their own. How long it takes to reach this goal is an open question, but it is likely that one period per day for several years, with effective methodology, is enough. The failures of foreign language education in the past were not, in my opinion, due to the lack of time devoted to the language; the failures were due to the methodology.

We need not start at very early ages

An early start is less efficient and does not guarantee a native accent. There is no need for preschool cram school English, no need to start English at kindergarten. There is, however, a need to build subject matter knowledge and literacy through the primary language. This is the current view of the Ministry of Education in Taiwan (Chang, 2003; see also Han, 2003, for discussion). There is, in addition, no practical demand for young children who do not live in English-speaking countries to speak English. Devoting only one period per day to EFL, and delaying EFL until the middle school years leaves sufficient room for serious study of and in the primary language. (Starting later is a preferred option in foreign language programs, but may not be in second language programs. In programs designed for minority language children, there is an urgent practical need for early second language competence. We start English through ESL right away in bilingual programs in the US.)

To summarize, current research in my view supports the following: base methodology on comprehensible input, include recreational reading, don't be concerned about a super-early start, aim to develop intermediates (not perfect speakers), don't sacrifice developing the first language, and provide the means for continuing to improve after the program ends. This is, I think, an easier path.

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