Language teacher

Language education refers to the process and practice of acquiring a second or foreign language. It primarily is a branch of applied linguistics, however can be considered an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Common languages are used in areas such as trade, tourism, international relations, technology, media, and science. Many countries such as Korea (Kim Yeong-seo, 2009), Japan (Kubota, 1998) and China (Kirkpatrick & Zhichang, 2002) frame education policies to teach at least one foreign language at the primary and secondary school levels. However, some countries such as India, Singapore, Malaysia, Pakistan, and the Philippines use a second official language in their governments. According to GAO (2010), China has recently been putting enormous importance on foreign language learning, especially the English language.

The need to learn foreign languages is older than human history itself. For many centuries, Latin was the dominant language of education, commerce, religion, and government in much of Europe, but it was displaced for many purposes by French, Italian, and English by the end of the 16th century. John Amos Comenius was one of many people who tried to reverse this trend. He wrote a complete course for learning Latin, covering the entire school curriculum, culminating in his Opera Didactica Omnia, 1657.

In this work, Comenius also outlined his theory of language acquisition. He is one of the first theorists to write systematically about how languages are learned and about methods for teaching languages. He held that language acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have models of things, or else pictures of them. He published the world's first illustrated children's book, [[Orbis sensualium pictus. The study of Latin gradually diminished from the study of a living language to a mere subject in the school curriculum. This decline demanded a new justification for its study. It was then claimed that the study of Latin developed intellectual ability, and the study of Latin grammar became an end in and of itself.

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