Page:Adapting and Writing Language Lessons.pdf/168

Rh one will want to begin with memorization of a dialog or an exchange sequence; another will want to build up to the dialog or exchange sequence through drills and Cummings devices, and then memorize it; a third will want to eschew dialog memorization altogether. The same class may handle one such 'cluster' in one way, and another in another way.

At this point, you have completed a Sarkhanese course that is a least minimally usable, and that is at the same time maximally adaptable. The options that you have left for users of your course are more numerous and also more obvious than those provided in most language-teaching materials. (For the sake of those who do not want options, you can always arrange your 'clusters' in some linear order and number them serially.)

Although we have written this section of Chapter 4 in terms of a non-existent language, Sarkhanese, it is not merely a programmatic statement. Full-scale materials have been written in this way and classroom tested for Spanish (Teacher Corps),Mauritian Creole and Thai (peace corps). The same system has been tested on a smaller scale for Portuguese, French and Swahili. Appendix J describes how the cluster format was used in the Spanish materials, and Appendix G gives examples for Thai.

. But the work of the writers is not yet ended. In addition to general procedures, they should suggest a number of superficial variations of technique which will be sufficient either to reduce or increase the pressure, as the need arises. Examples are the change from fixed to random order in calling on students; change of pace; racing against the clock; exchange of roles between student and teacher. The essential difference between these variations of technique and the steps in a procedure is that the latter are relatively fixed, while