Innovation in Language Learning

Best practices in the teaching of a foreign languages based on “clinical” studies and research depend almost entirely on the specific situation and circumstances under which the language is being taught. While proven best L2 teaching / learning approaches resulting from extensive research in psychology, neurology, and anthropology (human behavior), such as the natural or communicative approach, have shown evidence of success as applied under controlled or semi-controlled environments, those cannot be successfully applied under uncontrolled environments. For the specific case of underdeveloped departments of foreign languages in US institutions of higher education, it is very clear that specific socio-educational circumstances make it almost entirely impossible to apply any un-modified teaching / learning approach. Instructor are commonly forced to use an adaptive  approach if they want to maximize learning outcomes versus meet the curriculum. Understanding the limitations imposed by the lack of environmental resources, is crucial for the effectiveness of the specific teaching approach to be used. I would like to discuss my teaching experience at the University of North Carolina at Pembroke, as a faculty member and former Chair of the Former Department of Foreign Languages, and how institutional politics, departmental funding and curriculum development, UNC system interests, and the particular circumstances of the student body have a direct impact on how teaching L2s are understood, taught and learned.

Keywords: Adaptive teaching approach, Spanish, underdeveloped departments, curriculum requirements;