Editing Language education (section)

==Learning strategies for spoken languages==
[[Language learning strategies]] have attracted increasing focus as a way of understanding the process of language acquisition.

===Listening as a way to learn===
Clearly listening is used to learn, but not all language learners use it consciously. Listening to understand is one level of listening but focused listening<ref>Andrew Weiler: [http://www.strategiesinlanguagelearning.com/improving-listening-skills/ focused listening]</ref> is not something that most learners use as a strategy. Focused listening is a strategy in listening that helps students listen attentively with no distractions. Focused listening is very important when learning a foreign language as the slightest accent on a word can change the meaning completely.

===Reading as a way to learn===
Many people read to understand but the strategy of reading text to learn grammar and discourse styles can also be used.<ref>Andrew Weiler: [http://www.strategiesinlanguagelearning.com/learning-grammar/ strategy of reading]</ref> [[Parallel text]]s may be used to improve comprehension.

===Speaking as a way to learn===
Alongside listening and reading exercises, practicing conversation skills can also improve [[language acquisition]]. Learners can gain experience in speaking foreign languages through in-person language classes, language meet-ups, university [[language exchange]] programs, online language learning communities, and traveling to a country where the language is spoken.

===Learning vocabulary===
Translation and rote memorization have been the two strategies that have been used traditionally. There are other strategies that also can be used such as guessing, based on looking for contextual clues, [[spaced repetition]] with a use of various apps, games and tools (e.g. [[Duolingo]] and [[Anki (software)|Anki]]). Knowledge about how the brain works can be utilized in creating strategies for how to remember words.<ref>Andrew Weiler: [http://www.strategiesinlanguagelearning.com/how-to-remember-vocabulary/ How to remember vocabulary]</ref>

===Esperanto as a propaedeutic language===
{{Main|Esperanto|Paderborn method}}

[[Esperanto]] is a [[constructed language]] created in 1887 by [[L. L. Zamenhof]], a Polish-Jewish ophthalmologist who wanted to eliminate language barriers in international communication. Esperanto is based on [[Indo-European languages]] and has a highly regular grammar and writing system. It has been proposed that learning Esperanto can provide a [[Propaedeutics|propaedeutic]] effect for foreign language study. That is, studying Esperanto for one year and then studying another language afterward may result in greater proficiency in the long run than studying the target language only.<ref>{{Cite journal|last=Charters|first=Duncan|date=2015|title=The Teaching and Learning of Esperanto|journal=Interdisciplinary Description of Complex Systems|volume=13|issue=2|pages=288–298|doi=10.7906/indecs.13.2.7|doi-access=free}}</ref><ref>{{Cite web |date=September 2022 |title=The European Union's approach to multilingualism in its own communications policy |url=https://www.europarl.europa.eu/RegData/etudes/STUD/2022/699648/IPOL_STU(2022)699648_EN.pdf |website=European Parliament |page=48}}</ref><ref>Report: Article in {{lang|eo|Enciklopedio de Esperanto}}, volume I, p.436, on the pedagogic value of Esperanto.</ref><ref>Helen S. Eaton, "The Educational Value of an Artificial Language." ''The Modern Language Journal'', No. 12, pp. 87–94 (1927). [http://www.blackwellpublishing.com/mlj/newsearchres.asp?contenttype=AA&topic=Artificial%20Language&searchtype=adv Blackwellpublishing.com] {{webarchive|url=https://web.archive.org/web/20090703210156/http://www.blackwellpublishing.com/mlj/newsearchres.asp?contenttype=AA&topic=Artificial%20Language&searchtype=adv |date=July 3, 2009 }}</ref><ref name=Williams_1965>Williams, N. (1965) 'A language teaching experiment', ''Canadian Modern Language Review'' 22.1: 26–28</ref><ref>Protocols of the annual November meetings in Paderborn "{{lang|eo|Laborkonferencoj: Interlingvistiko en Scienco kaj Klerigo}}" (Working conference: Interlinguistics in Science and Education), which can be obtained from the Institute of Pedagogic Cybernetics in Paderborn. Also in the works by Frank, Lobin, Geisler, and Meder.</ref> However, some of the findings from these studies are compromised by unclear objectives, brief or anecdotal reporting, and a lack of methodological rigor.<ref name="springboardtolanguages">{{cite book |last1=Tellier |first1=Angela |title=Esperanto as a starter language for child second-language learners in the primary school |date=2013 |publisher=Esperanto UK |location=Great Britain |isbn=978-0-902756-35-9 |edition=second |pages=11–12}}</ref>