Developing K–16 Student Standards For Language Learning: A Critical Examination Of The Case Of Esperanto  

Oleh:

Fonseca-Greber, Bonnie ; Reagan, Timothy

Jenis: Article from Journal - e-Journal
Dalam koleksi: Critical Inquiry in Language Studies vol. 5 no. 1 (2008), page 44-63.
Fulltext: Vol 5, no 1, p 44-63.pdf (200.37KB)

Isi artikel

In light of the ongoing attention to standards-based education in U.S. schools and the concern over how to effectively develop literacy skills in a first, let alone a second, language, this article reports on the drafting of the K–16 Student Standards for Learning Esperanto in the United States. Esperanto is ideally suited to aid children in the primary grades develop accurate phonemic awareness and an understanding of the parts of speech because of its absolutely regular sound-symbol correspondence and the transparency of it morphosyntactic structure. In addition to improved first language (L1) literacy skills, the early successful second language (L2) acquisition experience that Esperanto can provide leaves students more inclined and better prepared to study French, Italian, German, Spanish, or other ethnic languages when the opportunity becomes available to them. It is in this spirit that the Task Force on Standards for the Learning of Esperanto K–16, an international group of Esperanto educators, standards writers, linguists, applied linguists, and language teacher educators from schools and universities throughout the United States and abroad, met to draft the K–16 Student Standards for Learning Esperanto in the United States and to align them with the Standards for Foreign Language Learning in the 21st Century.

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