Journal | EL.LE
Journal issue | 5 | 2 | 2016
Research Article | Enhancing Language Input in Low Socio-Economic Contexts
Enhancing Language Input in Low Socio-Economic Contexts
Abstract
The author focuses his attention on the importance of the quantity of the linguistic input for the teaching of a foreign language in underprivileged contexts at an infrastructural level. The aim of the analysis is to show the necessity of increasing the potential input of the learners of foreign languages in contexts defined as ‘marginal’ since they present difficult environmental conditions, with the aim of raising the number of opportunities of developing a communicative competence, which is the main objective of the learning of a foreign language. Starting from a teaching experience of the Italian language in Cameroon, and aware of the fact that the quantity of the linguistic input is not the only parameter that is responsible for the acquisition of a language, the author proposes some strategies in order to reduce the difficulties that originate from difficult environmental conditions and to guide the learners towards the desired level of communicative competence. Even though they follow a specific context, these palliative strategies could be applied to other realities that possess similar characteristics.
Accepted: Sept. 13, 2016 | Published July 1, 2016 | Language: it
Keywords Disadvantaged learning contexts • Communicative skills • Language input
Copyright © 2016 Gilles Kuitche Tale. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/2280-6792/ELLE-5-2-5
