TEACHING LANGUAGE VS. TEACHING ABOUT LANGUAGE

Authors

  • Gerry Strei Nova University, Florida

Abstract

Linguistic labeling hinders the teaching of language. Teachers of English as a Second Language give too much emphasis to labeling and not enough to the skills of the language. Several examples are given to demonstrate the author's point. RÉSUMÉ Le catalogage linguistique entrave l'enseignement des langues. Les professeurs d'anglais langue seconde attachent trop d'importance au catalogage et pas assez aux aptitudes linguistiques. Plusieurs exemples servent à illustrer l'argumentation de l'auteur.

Author Biography

Gerry Strei, Nova University, Florida

Gerry Strei is Curriculum Coordinator for the Graduate Programs in Bilingual Education and TESOL (Teaching English to Speakers of Other Languages) at Nova University in Davis, Florida. He has published articles on language teaching and learning in the U.S. and Canada, and is currently involved in an informal study of the psycholinguistic implications of computer-assisted second-language learning. Gerry Strei est coordonnateur des programmes d'études supérieres sur l'enseignement bilingue et du TESOL (Teaching English to Speakers of Other Languages) à la Nova University de Davis en Floride. Il a publié des articles sur l'enseignement et l'apprentissage des langues aux Etats-Unis comme au Canada, et il participe actuellement à une étude informelle sur les répercussions psycholinguistiques de l'apprentissage des langues secondes assisté par ordinateur.

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Published

1987-04-01

How to Cite

Strei, G. (1987). TEACHING LANGUAGE VS. TEACHING ABOUT LANGUAGE. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 22(002). Retrieved from https://mje.mcgill.ca/article/view/7737

Issue

Vol. 22 No. 002 (1987)

Section

Articles

License

Copyright (c) 1987 McGill Journal of Education / Revue des sciences de l'éducation de McGill

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.