Teaching And Learning Of A Second Language

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For many years, the teaching and learning of a second language has been the norm in schools throughout Europe and the United States. Teachers approached language instruction in a variety of ways like the Communicative Language Teaching (CLT) method, where students are taught fluency through conversation, or the Lexical Approach in which learners are able to understand and speak in large quantities of specific vocabulary and idioms (Richards and Rodgers 83-229). However, as the world progressed technologically, the methods of learning new languages transformed. Language teachers still inhabited classrooms and implemented these approaches, but computer programs complemented the lessons. Subsequently, desktop and mobile applications such as Duolingo surfaced, completely altering the way in which people were able to learn new languages. Although this media technology was the first of its kind, it is not necessarily new. While it can be considered “old” media, Duolingo still had a major impact on society, affecting social relationships and following technology. Before Duolingo, languages were taught not on desktop computers or mobile phones, but rather in classrooms. The audience was also significantly smaller. The United States, in the early 20th century, prohibited instructors from teaching foreign languages to children who had not passed the eighth grade (Scott 508). Languages were taught in secondary schools mainly because it was seen as a necessity to be accepted into any
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