This article brought to my attention the fact that during my studies at UBC in my BEd cohort (Secondary FSL/FRIM) we have received little instruction regarding how to teach and evaluate 'listening' in the language classroom. I believe that listening is the hardest language skill to teach because it is the only skill where the student is not in complete control of the speed of processing. When writing, reading and speak, the student is able to slow down and reflect if needed. They are able to pause and reorganize their thoughts and communication strategies in order to cope with the information at hand. They are ultimately in control of the speed of input. This is not the case, however, with regards to 'listening'. Here the student is often unable to adjust the speed of information and strategies are incredibly vital to ensure a student's success.
Apponte-de-Hanna compares the traditional process of learning to 'listen' as a form of 'osmosis'. As an individual who learned French as a second language in Late French Immersion, I never recall specifically being taught how to listen. I guess I too was a learner by osmosis in this regard. Now, as an educator, it is difficult for me to even comprehend how a new language learner would be able to overcome the steep learning curve that would present itself if he or she was required to not only listen to foreign speech but ALSO to implement additional strategies.
I am looking forward to potentially discovering online technology that already exists to support teachers teaching 'listening' in the language classroom.
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