In Foreign Language Policies, Research, and Educational Possibilities: A Western Perspective

Patricia A. Duff begins her article explaining than APEC member countries understand the
importance of English as a language for communication in the different fields more than we don
in North America.
Duff presents an overview about the History of ELT where she makes reference to the first
method in ELT which emphasized the importance of grammar and translations; however, she
explains that it is still used in many classrooms due to the view about knowledge many teachers
have. According to Duff, the development in ELT seems to be slow; nonetheless, promising
changes are expected as: the inclusion of technology, project, content, and task based learning
among others. The changes in the future have to do with the political and economic adjustments
governments implement for instance, the decisions made in educational policies. Some countries
invest more money in bilingualism while others like The United Sates consider proficiency in
other languages as a threat for the nation since the terrorist acts against the nation.
Preparation of teacher is important for changes and developments in Language proficiency;
programs to train teachers are more rigorous in Europe than in North America, by working
abroad, and by participating in internships, FL teachers develop proficiency and self- confidence.
Age issue is of great importance, and sometimes responds to economic and social pressures, in
some countries in one of the policies to attain the desired objective in foreign languages due to
the critical period and its cognitive reasons to optimize learning as well as the number of hours
for language instruction. It has been recommended that language should be the central core of
curriculums as math and other subjects are. Unfortunately, in spite of the fact of the deliberated
related to age, there is not a clear articulated teaching across kindergarten through post-secondary
curriculum.
It is quite common that the policies taken do not correspond to the appropriate assessment, for
instance in some countries the necessity of oral interaction is often measured through written
exams by reflecting traditional methods. This negative mismatch or backwash undermines the
efforts for educational reforms. In some countries like Canada, the United States and England
there is a problem of articulation between FL in elementary, secondary and post-secondary
school. In Asian countries communicative language teaching has been introduced in elementary
levels; nonetheless, they revert to very traditional methods such as grammar based tasks.
Language election has to be with political and demographic issues.
Technology and distance learning in the past were traditional and expensive; now a computer can
connect students with speakers from different parts of the world and provide access to authentic
materials by motivating students to learn. Technology is considered for TESOL International as
one of the most important priorities. Doughty and Long as (cited in Duff 2014) provide rich input
to produce language (output): Pragmatic aspects are ignored in EFL education (politeness, speech
acts, making requests, complaints, apologies, etc.).
In many EFL curriculum designs in many countries, the importance of oral interaction is often
recognized as well as the use of content related to different areas engaging students in creative
works. Also the use of project-based tasks emphasizes content of different topics and gives the
opportunity of integrating language learning; textbooks designed for content-based instruction
offer wider educational contexts to be discussed.
Immersion programs which have been implemented in countries like Canada have proved
efficacy by producing graduates with more proficiency in FL than regular programs, but these
conditions are reached when teachers are well trained and are able to go beyond FL syllabi.
The use of the first language has been advised as not helpful when constructing in curriculum
design of FL programs. FL relevant activities are encouraged to be carried out to make learners
perceptions of the language they are learning meaningful and transcendent.
Research is undoubtedly important in FL, through research is possible to determine what is
functioning or what needs to be analyzed.
TESOL international has urged to focus on these important issues: learners age, teachers FL
proficiency, and technology.
Finally, Duff discusses that it would be worthless to concede importance to only one method,
since not all the methods fit in all the cultures; Policy and curriculum designed must be decided
and analyzed according to the local needs and educational realities. It is important to recognize
that languages are quite important in contemporary societies and that they offer people more
horizons and opportunities.
Duff presents in the appendix a chart where I found quite relevant some recommendations for
including the TESOL requirements and to have a bigger impact in learning a foreign language.
Activities Principles L2 implementation CALL
Implementation
Use tasks not
texts, as the
unit of
analysis.
Promote
learning by
doing.
Task-based language
teaching.
Simulations and
tutorials.
Elaborate input (do
not rely solely on
authentic texts.
Negotiation on
meaning: interaction,
modification;
elaboration.
Computer-mediated
Communication /
discussion.
Provide rich (not
impoverished input)
Exposure to varied
input sources.
Corpora;
concordancing.
Encourage inductive
learning.
Implicit instruction.

Focus on form. Attention: form-
functioning mapping.

Provide negative
feedback
Feedback on error.
Error correction
Response feedback.
Promote cooperative
learning.
Negotiation of
meaning. Interactional
modification.

After discussing the article with my colleagues, they expressed that as Duff points out extreme
swings are not productive at all, language should be taught in all areas and not only on certain
skills; talking about innovations, they agree with the necessity of implementing task-based and
content based learning activities, and that inmersion programs would benefit students by
providing them abilities to use the language, they consider that the downside of this is that when
only some schools focus on certain levels and in higher grades, students are focused on grammar,
they go back to a mother language environment.
Concerning careful placement testing, they consider it imperative for the proper learners
development.
Native and non-native teachers should be involved in teaching and they should acquire all the
necessary skills for developing on students true competencies in all aspects.
PROS AND CONS
Nowadays globalization is essential in order to society knows more about cultural
issues, education, technology, etc. From this, knowing languages is necessary for
getting the goal of communication. This goal can be achieved from different views, I am
going to state my opinion about some of the pros and cons I consider from Patricia A
Duff in the Foreign Language Policies, Research, and Educational Possibilities: A
Western Perspective.
Priorities, Practices, and Contexts for FL Education: International and Heritage
Languages.
Mexico is a country in which a FL (English) is consider imporant in order to achieve
communication. Many people in this country go to the U.S legally or ilegally for different
issues. A pro, I can consider is that, if these people are communicative competent, they
will be able to communicate with people in that country avoiding misunderstandings and
societal problems. Also knowing about cultural issues is important in order to be part of
a place.
Age-related Language Learning Issues
Optimal period; is consider the point at which a L2 learner is able to receive and produce
a language in the most successful way. I think that this is one of the most important
resources that a teacher can have in order to know how and what kinds of activities
he/she can implement during a class. Previously, I think that age is considered for some
aspects of the language such as; higher level in pronunciation, the younger the better,
some researches have shown that age does not affect directly to the learning process
but it can be considered for aspects of the learning as I mentioned above; the
pronunciation can be affected according to the L2 learner age.
The kind of method, I consider that a method is chosen according to the L2 learners
conditions and contexts but the teacher needs to be proficient to identify these issues to
know how to carry out the FL classes.
Task Planning and Design, and First-language Use
Planning and designing, a pro, I think if a plan is well design it can develop L2 learners
skills. The firts language use, a pro, is that the teacher can lead problems through the
use of L1, a con, L2 learners are used to do that, and later can be difficult for them to
solve problems without the use of L1.
Research and Curricular Innovation
The teacher is a researcher, a pro, it is another area in which the teacher can
investigate and carry out innovations for getting improvements.
I think that this topic is very interesting it deserves more time for Reading. The topic that
calls more my attention was the heritage language and how languages are necessary to
get involved in globalization.