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LANGUAGE, TEACHING OF

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LANGUAGE, TEACHING OP

subjects and of material developed in the language period itself in the form of observation lessons, school excursions to points of interest, games, conversation work, storytelling, dramatization etc. is largely for the purpose of converting subject-matter into real experiences, that the children may have something vital to express. They readily acquire the language forms provided by the teacher, when they have something real to talk about.

Oral and Written Language. Written language is not merely a translation of oral language. There are fundamental differences between the two forms of expression which need to be kept in mind. Speech is more informal, spontaneous and unrestricted than is written language. The school can control the former much less readily, as the child speaks before he enters school and talks constantly outside of school after he has entered. Most of his writing is done in school under the supervision of the teacher where there is less opportunity for bad example and bad practice. In teaching children to speak correctly, the teacher will alternately work (a) to get the child to speak freely, when the teacher will disturb the child little with suggestions for better forms of speech, and (b) to get the child to put his attention on form, when the teacher will suggest more or less freely. These two methods will supplement each other. As written composition is a more deliberate and reflective matter, the teacher can use the latter method much more freely with the child's written work.

The same methods are used to make the experience vital both in oral and in written language. In addition to the means previously suggested for language in general, dictation, memorization of poetical and prose selections, paraphrase etc. are used to assist written work more particularly.

Grammar. The subject of formal grammar is much less taught than formerly. The aim is to get the child to use the correct form directly and habitually without the hesitation or deliberation which is incident to conscious use of grammatical rules and principles. The teacher gives outright the actual, correct expressions that are needed from time to time. The pupil's own usage is later made the basis for the inductive study of grammatical principles. Grammar as a subject appears but little before the seventh and eighth years, and then only the classifications essential to the guidance of oral and written expression are given. The logical treatment of grammar has been largely abolished from the best elementary schools. Along with it have gone "parsing" and much of the work in "conjugations." The analysis of language is restricted to that which will assist the child to speak and write correctly through habit, and without reasoning or reflection. Language is treated as an art; not as a science.

Correction of Language Errors. The methods of extending a child's power to express himself and those used to correct his language errors are different. In the case of the former mo wrong association has been made as yet. There is no complication. The teacher's work is direct and constructive. In the latter case a wrong connection has been made, and it must be modified or another associated form substituted for it. All correction of errors must be accomplished by three steps: (i) The error or the departure frona prevalent usage must be noted. (2) The form used must be verified or the other form, which is the correct one, must be determined. (3) The correct form must be made habitual through drill or practice. Many persons know the right usage but use the incorrect form, because they have not carried the work through the third stage and made it habit. With the youngest children the teacher should be responsible for all three stages. He will note the error, give the child the correct mode of speech, and see that he repeats it frequently enough, recalling its meaning with each repetition, so that it becomes fixed as a habit. Later the teacher can let the child take the responsibility for correcting his own errors. This should be done gradually. At first the child can be left to repeat the correction by himself; then he can be taught to acquire the right usage from his grammar, again repeating it by himself. Then he can be finally taught to become sensitive to the differences of usage between himself and others, his grammar verifying or correcting him; and if his own language is incorrect, he can fix the right form by repetition.

It will take time to correct any error, Even after the teacher's efforts have com* menced, the child in his more unconscious and natural conversation will use the incorrect form. Later he will alternately use the right and the wrong form, mixing them. This is the promising period. Finally, if the practice in school or home be kept up, the correct form will come uppermost in ordinary, spontaneous conversation.

Owing to the difficulty of correcting errors of speech, the teacher or parent should select the most important ones and work on these, letting the others go for the time. Here the outside example and practice have to be overcome. More errors may be taken up in the same length of time in the case of written composition. Only one correct form should be brought into competition with an incorrect form. To use two correct ways of saying a thing means divided effort and slower attainment of corrected speech.

Foreign Languages. In some elementary schools, public as well as private, the foreign languages, particularly German and French, are begun in the grammar grades. In some schools the instruction begins as low as the fifth grade, but more generally in the seventh