This paper examines the use of simplification in second language instruction. It argues that although simplification is a necessary process in coping with the conceptual and experiential chaos of the classroom, it is a potentially dangerous process that risks creating categories that become too insensitive to cope with changing audiences and changing conceptual needs. Simplification in the classroom involves selection, coherence, and adaptation to the particular audience by the instructor. Processes of making general statement, of fixing and formalizing, and ultimately of stressing particular features for particular effects are inherent in the simplification process, but should not degenerate into insensitive stereotyping and caricature. Teachers need to understand the nature of the simplifications they are making and beware of their pitfalls. (MDM)
Authors
- Peer Reviewed
- F
- Publication Type
- Opinion Papers
- Published in
- United States of America
Table of Contents
- I shall argue that it is a necessary 3
- 5imgliflu1isaum-a-Tsiching-lakra 5
- There is a lexical set that is rarely immense importance in teaching. It includes the verbs simplify 5
- I have argued elsewhere that effective discussion of the practice of 7
- But all simplification betrays somebody no simplification betrays 7
