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Each passing year sees more people exposed to languages. The
largest number are learning widely taught international languages
such as Spanish and French. However, as the world seems to be
getting smaller, the number of people who need competence in one or
more of the traditionally lesser-taught languages of the world.
These lesser-taught languages tend to be the ones for which there
are the fewest language resources available. Yet any one course is
necessarily of some length, in some one pedagogical style, and with
some fixed content. This fact, together with the paucity of
material, means that most prospective users of lessons will be
dissatisfied with what they find. The decision is often to discard
all that exists and start anew, or simply not to start at all. The
purpose of this book, which draws upon twenty years of teaching
so-called 'neglected' languages in a wide variety of settings, is
two-fold: first, to set forth guidelines for appreciating what
already exists and adapting it to immediate needs; second, to
suggest an approach to writing new materials that will be as
adaptable as possible.
Following a nontechnical account of how teacher and students
interact, and how the mind deals with foreign language data, this
text describes a wide range of teaching techniques, It discusses
the advantages as well as disadvantages revealed through personal
experience.
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