By William H. Bennett
This instruction manual used to be written in particular for starting scholars. It provides twenty-seven graded readings, every one followed through a vocabulary and a proof of grammatical information; the ultimate bankruptcy presents a pattern of the Codex Argenteus. one of the readings, the 1st seven are in influence initial workouts. the remainder twenty readings signify the Gothic Bible and the Skeireins. The exterior heritage of the language is additionally defined, in addition to the weather of phonetics, and the necessities of phonologic and analogic swap.
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Additional resources for An Introduction to the Gothic Language
In contrast, francophone children at the same grade level produced less than 7% incorrect sentences. Spilka concluded that there was no apparent progress in the grammaticality of the speech of immersion pupils from Grade 1 through Grade 6. (2) In 1980 Ellen Adiv reported on 114 interviews with children in the first three grades of two immersion programs, one French and the other French and Hebrew. She found that in both programs 'there was little progress Page 4 towards mastery of the grammatical features, other than the unmarked ones' (Adiv, 1980: 150).
Consider, for example, that after four years of Spanish immersion, pupils say such things as *(yo) puedes for 'puedo', *la pollo, *el comida, and so on. This is not Spanish, as anyone with even minimal knowledge of the language knows. Students in systematic Spanish programs would learn to apply these basic noun gender and present indicative verb ending rules correctly in a matter of a few hours. The above examples were taken from Cohen (1976). ]. It seems that in the United States, too, the politics of 'bilingualism' is more important than the actual results of language learning programs.
At the Foreign Service Institute, in the early 1960s, many well motivated young adults reached the higher 2+/3 level of proficiency in French after four to six months of instruction. (6) In 1986 Micheline Pellerin and I published the results of interviews with six Grade 12 volunteers from two highly respected immersion programs (Pellerin and Hammerly, 1986). 6 These students had had about 7,000 hours of instruction in French beginning in Kindergarten or Grade 1. Had their errors disappeared, as predicted by CAN/SLACC/I/'Immersion' advocates?