Talking to the Whole Wide World, Penelope Vos, Mondeto, 2009. ISBN 978 0 646 51961-6. A4, 202-page, spiral bound with CD at the end.
This is a comprehensive work that draws from a decade of experience teaching Esperanto in Australian elementary schools. It is a largely English-language work that addresses teachers in elementary schools (ie they usually have to teach all subject areas).
Australia is increasingly realizing its changing role in the world, with a significant reorientation to Asia; this raises needs for language learning, with an early start to be desired. That's why the LOTE - Languages Other Than English was born.
Among LOTE's main goals is to stimulate interest in other cultures, to become aware of the mechanisms of languages, to foster communicative self-confidence, and to pave the way for more intense language learning in colleges and beyond.
The book presents the essence of Esperanto in 40 parts, each destined for one week - so practically for one year of study. There are plenty of songs (whether originally in Esperanto, translations or adaptations to Australian tunes.) It is richly peppered with rhymes, jokes, games and exercises. There is a 'phrase of the week' and 'cultural focus' every week: tasks on a weekly topic for research in other cultures (Esperanto does indeed open the door to many, not just one or few, as in national languages). The book gives practical advice to teachers on how to present the material to the students - with the idea that the teacher will learn the language almost simultaneously with the children.
The work presents a clear didactic scheme, which in the first step presents the full alphabet, words, first sentences, greetings, questions and answers, colors, numbers, plural, etc. Critically 'verbs' come to the ladder only in the eighteenth week and in this case only non-transitive verbs are presented. Learners who do not know the accusative language in their native language need earlier access to the features of verbs - though not comprehensive, at least basic. Transitive verbs, together with a brief explanation of the accusative, come only in the 25th week, with imperatives at 27, infinitives at 29, -ig and-I at 30 (titled 'Changes'), active participle and passive at 35 and 36.
Throughout the first 18 weeks, the instructional material depends largely on 'is', other used verbs appear without explanation. As early as week 5, the songs feature a multitude of verbs - transitive and non-transitive, and even many months later verb forms to be explained. In short, a clear and good teaching staircase, but by no means verb-centric.
At the beginning of the book, there are tips on how to display the capped letters on the screen, plus 'Things your teacher will say', which actually brings together valuable practice phrases and encourages teachers to use the language initially in real communicative situations, but the phrases have free verb use - which would require at least basic explanation. The book honestly addresses our dilemmas on the treatment of gender inequality (which English also does), in week 6 the author outlines the problem and the current solutions, indicating that none of them have received formal approval, nor widespread use.
The book gives guidance (week 31) on how to deal with idioms (which are not lacking in Australian English - some of them even the native English speakers hardly understand!) Emphasizing the skill of judging when it comes to language, and the need to find the true meaning of the language. saying. Instead, explanations are based on features of English that are either similar or different in Esperanto. For example, in week 19 there appears a valuable example of imprecise use of the English preposition 'with' - we see seven sentences, all with that word inside, but with seven more logical and meaningful solutions in Esperanto, using: with, against, by, for , from, about, in relation to.
At the end of the book is a list of 73 practical suggestions for consolidation exercises and games.
The technical level of the book is good, with full color printing throughout, it is well illustrated, with little material on each page. Although clearly written for Australian conditions, it delivers a valuable model that, once adapted, can give new impetus to other countries. Its great message is how it is useful to use a national language not only to provide translations of the learning material (questionable tactics), but also to provide guidance and inspiration to both students and potential teachers.
SMG
This is a comprehensive work that draws from a decade of experience teaching Esperanto in Australian elementary schools. It is a largely English-language work that addresses teachers in elementary schools (ie they usually have to teach all subject areas).
Australia is increasingly realizing its changing role in the world, with a significant reorientation to Asia; this raises needs for language learning, with an early start to be desired. That's why the LOTE - Languages Other Than English was born.
Among LOTE's main goals is to stimulate interest in other cultures, to become aware of the mechanisms of languages, to foster communicative self-confidence, and to pave the way for more intense language learning in colleges and beyond.
The book presents the essence of Esperanto in 40 parts, each destined for one week - so practically for one year of study. There are plenty of songs (whether originally in Esperanto, translations or adaptations to Australian tunes.) It is richly peppered with rhymes, jokes, games and exercises. There is a 'phrase of the week' and 'cultural focus' every week: tasks on a weekly topic for research in other cultures (Esperanto does indeed open the door to many, not just one or few, as in national languages). The book gives practical advice to teachers on how to present the material to the students - with the idea that the teacher will learn the language almost simultaneously with the children.
The work presents a clear didactic scheme, which in the first step presents the full alphabet, words, first sentences, greetings, questions and answers, colors, numbers, plural, etc. Critically 'verbs' come to the ladder only in the eighteenth week and in this case only non-transitive verbs are presented. Learners who do not know the accusative language in their native language need earlier access to the features of verbs - though not comprehensive, at least basic. Transitive verbs, together with a brief explanation of the accusative, come only in the 25th week, with imperatives at 27, infinitives at 29, -ig and-I at 30 (titled 'Changes'), active participle and passive at 35 and 36.
Throughout the first 18 weeks, the instructional material depends largely on 'is', other used verbs appear without explanation. As early as week 5, the songs feature a multitude of verbs - transitive and non-transitive, and even many months later verb forms to be explained. In short, a clear and good teaching staircase, but by no means verb-centric.
At the beginning of the book, there are tips on how to display the capped letters on the screen, plus 'Things your teacher will say', which actually brings together valuable practice phrases and encourages teachers to use the language initially in real communicative situations, but the phrases have free verb use - which would require at least basic explanation. The book honestly addresses our dilemmas on the treatment of gender inequality (which English also does), in week 6 the author outlines the problem and the current solutions, indicating that none of them have received formal approval, nor widespread use.
The book gives guidance (week 31) on how to deal with idioms (which are not lacking in Australian English - some of them even the native English speakers hardly understand!) Emphasizing the skill of judging when it comes to language, and the need to find the true meaning of the language. saying. Instead, explanations are based on features of English that are either similar or different in Esperanto. For example, in week 19 there appears a valuable example of imprecise use of the English preposition 'with' - we see seven sentences, all with that word inside, but with seven more logical and meaningful solutions in Esperanto, using: with, against, by, for , from, about, in relation to.
At the end of the book is a list of 73 practical suggestions for consolidation exercises and games.
The technical level of the book is good, with full color printing throughout, it is well illustrated, with little material on each page. Although clearly written for Australian conditions, it delivers a valuable model that, once adapted, can give new impetus to other countries. Its great message is how it is useful to use a national language not only to provide translations of the learning material (questionable tactics), but also to provide guidance and inspiration to both students and potential teachers.
SMG
058