DEVELOPING K-16 STUDENT STANDARDS FOR LANGUAGE LEARNING: A CRITICAL EXAMINATION OF THE CASE OF ESPERANTO
; Reagan, Timothy
Languages & Literatures
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...
Fait partie de:
Critical inquiry in language studies, 18 March 2008, Vol.5(1), pp.44-63
; 1542-7595 (E-ISSN)
; 10.1080/15427580701696936 (DOI)