Running head: TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
Teaching Foreign Language for Communication in the 21st Century
Anna E. Cahill
Manhattan College
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
Abstract
This report explores the goals and methods of foreign language pedagogy. I will discuss the
impact that advances in technology have had in increasing the need for foreign language
education and the value of learning a language and culture different from your own. The report
provides a contrast between the foreign language education of the 20th century and that of the
21st century. The report explains the intertwined nature of culture and language and the reasons
why teaching culture is imperative to foreign language pedagogy. I will provide information that I
acquired from the 21st Century Skills Map for World Languages, The Language Educator, and
The Journal of Education to explain the goals of language teachers. I will state the five goals
(five Cs) of language learning and why they are relevant and connected. The report asserts that
the most effective way to teach a language is through facilitating practice in all three modes of
communication (interpretative, interpersonal, and presentational) alongside a meaningful
context of culture. This report also explores the importance of interdisciplinary connections and
the cultivation of 21st century skills such as critical thinking and media literacy.
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
Teaching Foreign Language for Communication in the 21st Century
In the 21st century, technology is rapidly improving and creating bridges of
communication between nations all over the world. As educators, we must adapt to these
changes in our society in order to serve our purpose and prepare the next generation for their
future. Globalization and improvements in technology have not only increased the need for
multilingualism but for 21st century skills as well. These skills, such as critical thinking and
technology literacy, must be cultivated by all teachers through all subjects in order for our
students to develop them properly. To be an effective language teacher in todays society, one
must facilitate the use of the target language as a 21st century skill. This means that the teacher
must provide activities, projects, and discussion that allow students to develop their
communicative competency and cultural understanding in the target language.
The purpose of learning a foreign language (FL) is to open up opportunities for
communication and to increase ones global awareness and cultural understanding. According
to the 21st Century Skills Map for World Languages, the language teaching community shares a
common goal: to develop students language proficiency around modes of communicative
competence reflecting real life communication (Fulton-Archer, Smith, Sauer, Small, & Abbott,
2011). In this day and age of advanced technology and globalization, multilingualism is an
increasingly valuable and sought-after quality. In order to succeed in todays world and the
world of the future, one must be aware of and educated about cultures besides ones own and
must be able to communicate effectively with others. In addition to technology and globalization,
increased immigration to the United States creates another reason for Americans to learn
another language. In the 21st Century Skills Map for World Languages, it is argued that
Americas continued global leadership will depend on our students abilities to interact with the
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
world community both inside and outside our borders (Fulton-Archer et al., 2011). For this
reason, language teachers must conduct their classroom with the learners communicative
competency in mind.
In the past, foreign language classes resulted in students learning about the language,
meaning its rules for grammar and pronunciation, as opposed to learning how to use it
effectively in meaningful, practical contexts. Most adults today who studied second language
(L2) throughout their secondary education in the 20th century dont remember much more than
Dnde est la biblioteca? or Parlez-vous anglais? In an article entitled Lisa Loeb
Fellowship: Cultural Encounters as a Lens for Foreign Language Acquisition and Pedagogy
from The Journal of Education, the change from repetitive, virtually useless foreign language
education to the pedagogical style of today is explained.
Modern language instruction and assessment have expanded to address many facets,
not merely the pursuit of mastery and correction of pronunciation and grammar errors in
the L2. This change to communicative-based pedagogy sharply contrasts with the
memorized dialogues and repeated grammar drills of the audio-lingual FL teaching
method. Proponents of this FL approach posit its likelihood to facilitate more effective FL
teaching and better address the needs of the 21st century L2 learner than did former
structure and grammar-based approaches. (2000)
The 21st Century Skills Map for World Languages also highlights important differences between
the foreign language teaching practices of the 20th century and the communicative-based
pedagogical style of today. For example, in the past, learning was teacher-centered and
content was lectured to the students by the teacher; whereas, today, learning is learnercentered: the teacher acts as a facilitator and the learner is the doer or creator (FultonArcher et al., 2011). As a student myself, I have observed that I internalize more content when I
am actively involved in the process. When foreign language students actively participate in
activities such as analyzing literature in the target language, organizing a conversation table in
the target language, or creating a blog about language in the target language, they are more
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
likely to internalize not only the language, but the culture and the critical thinking skills involved
in completing these activities. Another change from the past is that culture is no longer
presented as isolated factoids but rather, students learn about culture as the relationship
between the products, practices, and perspectives of the target culture (2011). In this new way
of teaching culture, students are able to think critically about the target culture and appreciate
and respect its practices due to an understanding of the historical context in the development of
the culture.
Culture is an indispensable part of foreign language education. Culture and language are not
mutually exclusive, and when they are treated as such in foreign language classrooms, students
do not understand the connection between the two. According to Cultural Encounters as a Lens
for Foreign Language Acquisition and Pedagogy, culture is imperative in foreign language
instruction because not only does an understanding of target cultures provide a meaningful
context for communication, but such knowledge permits students to understand the linguistic
and social functions behind the various forms and structures they are using in the L2 (2000).
An article in The Language Educator entitled 21st Century Skills and Languages asserts that
language teachers are helping their students develop knowledge and respect for other cultures
and world views (Crouse & Reese, 2013). Quoted in the article, Sherri Harkins, nominated
Teacher of the Year for the Northeast Conference on the Teaching of Foreign Languages in
2011, explains why respect and understanding of other cultures is important for students today:
Their membership in todays global society can only be a success if we teach them to
understand and appreciate the diversity of our world (2013). Not only is an understanding of
culture required to fully understand the structure of the target language, but it is also needed to
develop global awareness. In addition, immersion in the culture is an effective way to become
proficient in the target language through picking up the linguistic habits of native
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
speakers. Though visiting a country that speaks the target language would be ideal, technology
today allows classes to communicate with citizens of countries of the target language through
video conferences, emails, and social networking sites. Being exposed to the linguistic habits of
native speakers is an effective way for students to get a better understanding of the language.
For this reason, as well as the necessary connections made between culture and the structure
and nature of the language, it is necessary for language teachers to teach culture and
communication simultaneously.
The 21st Century Skills Map for World Languages is a perfect document to explore the
signature pedagogy of language teachers. The map is based off of the Partnership for 21st
Century Skills Framework for 21st Century Learning. In the beginning of the document, the five
Cs or five goals on which to focus language learning are stated and explained. These goals
are communication, cultures, connections, comparisons, and communities (Fulton-Archer et al.,
2011). Each of these five Cs are important to language learning because each emphasize the
importance of thinking critically about culture alongside practicing the target language through
practical modes of communication. The skills map also provides goals or outcomes for each of
twelve 21st century skills at varying skill levels. The skills included in the map are
communication, collaboration, critical thinking and problem solving, creativity and innovation,
information literacy, media literacy, technology literacy, flexibility and adaptability, initiative and
self-direction, social and cross-cultural skills, productivity and accountability, and leadership and
responsibility (2011). The outcomes and examples are divided into three skill levels: novice
range, intermediate range, and advanced range. These examples provide language teachers
with samples of activities appropriate for each level that cultivate the specified skill. The map
also then indicates the interdisciplinary theme included in the sample activity, if applicable, and
the mode of communication practiced.
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
According to the 21st Century Skills Map for World Languages, there are three modes of
communication (Fulton-Archer et al., 2011). To reach communicative competency, all three
modes of communication must be practiced thoroughly. The interpersonal mode focuses on
two-way interactions between multiple people; for example, a role-play conversation between
two students. The interpretive mode calls for the ability to understand a one-way aural or written
text, such as a letter or a radio announcement. The presentational mode is either written or oral
one-way communication in which a person presents information in an expository manner. An
oral presentation or a research paper in the target language would be an example of this. The
practice of all three modes of communication is crucial to the learners communicative
proficiency. Foreign language pedagogy requires practice and cultivation of each
communicative mode. The skills map provides outcomes and examples for three skill levels:
novice range, intermediate range, and advanced range (Fulton-Archer et al., 2011). This
additional organization allows teachers to choose activities appropriate for their students
language level.
Interdisciplinary themes are important and possible in foreign language education
because students are able to access knowledge in other disciplines through the target
language and to reinforce concepts already learned in these disciplines in the language
classroom (Crouse & Reese, 2013). The interdisciplinary themes included in the skills map are
global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, and
health literacy (2013). Additional examples of interdisciplinary instruction through foreign
language are given in the article 21st Century Skills and Languages. One example given is for
mathematics:
The math skills map states that students should learn about the use of mathematics in
other cultures, the contributions from those cultures, and the practical needs that led to
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
those contributions. Given cultures integral place in their curricula, language teachers
are able to help other core subject teachers reinforce their students understanding and
appreciation of cultural practices and history. (2013)
Another example provided by Crouse and Reese is for science class. Following a significant
scientific or technological event, students can utilize news resources in the target language to
compare and contrast the foreign media coverage of said event with the U.S. media coverage
(2013). While reinforcing concepts learned in science class through the target language, this
interdisciplinary connection also fosters the students media and technology literacy, which are
two important 21st century skills. Foreign language teachers have the unique privilege and
responsibility to further the students proficiency in their own foreign language class while
simultaneously reinforcing the concepts and ideas from other subjects and improving the
students critical thinking skills through linking multiple subjects together. Through making
connections between different subjects, students are able to see the real life application of the
skills that they are developing in all of their classes. Without interdisciplinary connections, many
students see the concepts that theyve learned in each of their classes as inapplicable
information that is only useful for passing an exam. For this reason, education in the 21st century
requires interdisciplinary connections.
Critical thinking is a required skill for foreign language learning today. In order to make
interdisciplinary connections or connections between culture and language, students must think
critically. Because foreign language education today is intended to foster 21st century skills,
many activities that teachers will do in their foreign language classrooms develop the critical
thinking skills of their students. For example, the 21st Century Skills Map for World Languages
provides an example of an activity done in the novice range: Students identify movie titles of
U.S. films showing in a target language country and then discuss in English why those movies
are popular in other countries and what they reflect about American culture (Fulton-Archer et
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
al., 2011). This activity shows that students can develop critical thinking skills even with a low
level of language capability. In this activity, students will consider the cultures of the target
language countries and compare them with the U.S. culture in order to ascertain what qualities
of those movies appeal to people from the target culture. Identifying what the movies reflect
about American culture requires the students to think critically both about the films and about
American culture.
Foreign language teaching is no longer just about the language. In the 21st century,
foreign language teaching is geared toward practical and meaningful communication and the
development of useful skills such as media literacy and critical thinking. Foreign language
instructors must provide adequate opportunities for students to utilize the target language in all
three modes of communication while also thinking critically about the target culture and
comparing it to their own culture. Teachers should also allow for interdisciplinary connections
between the target language and skills and concepts learned in other courses. In this way,
students can make meaningful connections between courses via critical thinking and will realize
the significance of the material they are learning. Foreign language pedagogy in the 21st century
should result in communicative proficiency, highly-developed critical thinking skills, and
profound and informed world views. That combination allows for a generation of valuable global
citizens, ready to take on future challenges in a global society.
TEACHING FOREIGN LANGUAGE FOR COMMUNICATION
10
References
Abbott, M., Fulton-Archer, L., Sauer, T., Small, H., & Smith, M.J. (2011). 21st Century Skills
Map for World Languages. Retrieved from
https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesm
ap.pdf
Crouse, D. & Reese, S. (2013). Making the Connection: 21st Century Skills and Languages. The
Language Educator,8 (1), 18-23.
Dembs, L., Eisner, K., & Labelle, M.T. (2000). Lisa Loeb Fellowship: Cultural Encounters as a
Lens for Foreign Language Acquisition and Pedagogy. The Journal of Education, 182
(3), 93-111.
