Finally, we have been immersing ourselves in language learning and language teaching techniques all year long, and now we can pick and choose the ones we agree with most. Were I to teach foreign language at the *post-secondary* level, I would try a very mixed approach to teaching. I would combine some cultural awareness from Kramsch, reading and comprehensible input library resources as Krashen recommends, listening and visual recognition activities and visually-aided dictations as per Omaggio-Hadley, oral proficiency activities and relaxed activities to encourage speaking as Terrell[? I forget who/which people suggested this] suggests, and writing-specific activities including analysis of realia, authentic materials and texts, as per Omaggio-Hadley.
More specifically, I would try [in a college course of approximately an hour and fifteen minutes, three times a week] to implement a varied curriculum, with no overly repetitive schedule, where foreign language would be approached fully and from all angles. Perhaps I would start with songs or familiar foreign culture authentic materials, juxtaposed with their native language counterparts, to create some sort of easily recognizable starting point from which the students could start to embrace the language in a low-affective filter environment. I would aim, while remaining aware of the C1-C2 boundaries and interactions, to confront reading, writing, listening, watching/observing, and language analysis of the foreign language. I would have students read for pleasure [both easy readers and authentic texts, set at roughly the i+1 level of comprehensibility], write as they learn to speak [somewhat as simultaneously as possible, so as to make the two aspects of language seem more closely intertwined, as thus
more connected], watch videos of C2 authentic television shows and semi-authentic shows, look for the importance of language [ex., via advertising] within their C1, whatever that may be, so as to then have a new outlook on how language may or may not function in the C2. My plan would also include informal discussion sessions in class, if needs be, in the native and foreign languages, but tending toward only the foreign language. I would also advocate interactive computer or video programs in which the student decides the outcome of a story, for example, where each student could feel as if she is on her own in her discovery of the language. I would encourage work in small groups to create dialogs, alternate endings to readings, cultural applications of certain situations to another culture, analyses of writings from many points of view [personal, author's intent, a certain cultural attitude, etc.]. I would hope to promote open-mindedness not only in cultural awareness activities, but in the students'
overall approaches to "translating" vocabulary and understanding language, analysis of the many cultural constructs and differences, stereotypes and misconceptions regarding one's own language and culture, appreciating variances in language (dialects, gendered languages, differing intents/authors' meanings), and one's own preconceptions regarding not only the specific foreign language being taught, but toward foreign language learning in general.
It seems to me that this approach [varied and somewhat disorganized as it is] would allow students a constructive and positive standpoint from which to begin foreign language learning, and a chance to appreciate the overall value of language learning more. From this initially open-minded and somewhat optimistic beginning, the students could then see connections more clearly between language learning and communication, cultural interactions, tendencies toward unfair stereotypes and misconceptions.
Idealistic though it is, this methodology would allow for certain weeks or sessions where lesson plans could be put aside to make time for a student's valid query regarding some aspect of foreign language [be it cultural, in regard to the purpose of studying language, or whatever], that could lead to [an ultimately more valuable and memorable and meaningful] discussion or dialog session or exploration of rules and constructs of language, or communication in and/or about the foreign language.
My goal would be to create a classroom where language could be studied in its many forms and manifestations, where time constraints would not make for a rushed or stressful class time, where all kinds of explorations into the language and its boundaries would be encouraged and available, through varied resources and facilities.
{Phew}
I must credit this ultimate plan of mine mainly to the brilliant minds of Claire Kramsch, [yes, i know] Stephen Krashen, and Alice Omaggio-Hadley.