Teaching Oral Language via Technology

[Rudy Troike]

In regard to Craig's important question, in our 1968 book on Cochabamba 
Quechua
(Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
exchanges in conversations, as mnemonics for supporting memorization. Though
the text introduced the conversations (and other practice/explanatory 
material)
in written form to accompany the audiotape practice activities, this could
easily be substituted with accompanying online oral translation (a purely
visual representation could lead to mistaken inferences). Psycholinguistic
research makes clear that most second language learning involves translation,
until a fair level of proficiency is attained. An eclectic approach which
utilizes 'whatever approaches work'(and this can differ between individuals
and even for the same person at different times) is the best way to go. There
is no room for orthodoxy or ideology in language teaching methods. Using
multiple modes of presentation and practice to keep motivation high and avoid
discouragement is really essential. Part of this is following a 'spiral'
review, reintegration, and practice, to keep building without losing what has
been gained. Developing self-confidence in the use of the language is an
important ingredient. It is also especially important to keep in mind that
receptive knowledge/understanding can grow faster than productive oral 
ability,
and will ultimately form a foundation for greater oral ability, so a 
successful
program should keep this in mind, and include 'passive' hearing/comprehension
activities which do not require oral production.

   Rudy Troike

   University of Arizona
   Tucson, Arizona