Paderborn method: Difference between revisions

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The '''Paderborn method for language teaching''', also known as the '''Paderborn method''' or '''Paderborn model''' is a method for teaching foreign languages, originally conceived for children's education. It consists in first teaching a simple language ([[Esperanto]]), then two years later teaching a second language. Many studies confirmed that learning a complete and easy [[propaedeutics|propaedeutical language]] helps in later learning a more difficult one with no lost time, indeed with gain of it.

The effectiveness of this method was empirically noticed in different studies of the last century.<ref name = bollettinoUfficiale>[http://jespako.blogspot.com/2011/11/repost-international-language-known-as.html Official bulletin of Italian Ministry for Public Education, 122nd year, Rome, May 25 - June 1, 1995, No. 21-22]. Contains a large number of studies and experiments ([http://parracomumangi.altervista.org/BollettinoUfficiale.pdf original in Italian])</ref> Anyway the first scientifically accurate experiment was done by Prof. [[Helmar Frank]], of the [[University of Paderborn]]'s Institute of Pedagogic Cybernetics, scientifically provedproving the method's efficacy; his study gave the name to this method.

==History of the method==

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=== Other experiments===

This consideration led to many independent experiments being done in Hungary, Great Britain and other countries. As . Some of the most significant were:

*'''1918-1921''' - Female middle school in Bishop Auckland (GB). Esperanto taught as propaedeutical language for French and German<ref>Alexandra FISCHER, Languages by way of Esperanto; ''Eksperimento farita en Bishop Auckland (GB) en la jaroj 1918-1921'' in ''Internacia Pedagogia Revuo'', 1931.</ref>

*'''1934-1935''' - Public high school in [[New York City|New York]]<ref>Helen S. EATON, "An Experiment in Language Learning", in ''Modern Language Journal'', Volume 19, Issue 1, pages 1–4, October 1934</ref>

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*'''1958-1963''' - Somero (Finland), Esperanto used as propaedeutical language for German<ref>J. VILKKI, V. SETÄLÄ, ''La eksperimenta instruado de Esperanto en la geknaba mezgrada lernejo de Somero (Suomio)''; V. SETÄLÄ, ''Vizito al la eksperimenta lernejo en Somero, Finnlando''.</ref>

*'''1971-1974''',<ref>Marta KOVÁCS, ''Internacia Didaktika Eksperimento Kvinlanda''; Johano INGUSZ, ''Instruspertoj en esperantfakaj klasoj (en Hungario)''</ref> 1975-1977<ref>Helmut SONNABEND, ''Esperanto, lerneja eksperimento''</ref> - The [[International League of Esperanto Teachers]] (ILEI), encouraged by previous studies, coordinated international studies, the first in Hungary and the second in Belgium, France, Greece, West Germany and the Netherlands. In 1977 the students met in an educational week, where they learnt about various topics in Esperanto.

*'''Late 1970s to early 1980s''' - Paderborn experiment (more details below). Experimental observation of two different groups of students focused on the differences in learning of the two groups.<ref name = paderbornpaderbornFrank>

Prof. Dr. Helmar Frank, ''Das Paderborner Experiment zum Sprachenorientierungsunterricht'' in the publication of the Hanns-Seidel Stiftung eV, Verbindungsstelle Brussel/Bruxelles;</ref><ref name = paderbornLobin>
Günter LOBIN, ''Der propedeutische Wert von Plansprachen für den Fremdsprachenunterricht, (tesi di laurea)'', Universität Paderborn, Institut für Kybernetik.</ref>

*'''1983-1988''' - After Paderborn other experiments compared two different groups of students — for example, in the primary school "Rocca", in San Salvatore di Cogorno (Italy) — with similar results.<ref>Report: Elisabetta FORMAGGIO (Chiavari, Italia), ''Lerneja eksperimento pri lernfacileco kaj transfero en la fremdlingvoinstruado''.</ref>

===Experiment in University of Paderborn===

Under the supervision of [[Helmar Frank]], a professor at the Institute of Cybernetics of Paderborn, two groups of pupils (A and B), both with German as mother tongue, were created in a primary school.<ref name = paderbornpaderbornFrank/><ref name = paderbornLobin/> The aim was to prove the propaedeutical value of Esperanto for learning English (and in general, any other foreign language).

Group A started to learn English from the third year of study, while group B in the same year started to learn Esperanto (160 hours); group B also started to learn English after two years (i.e., in the fifth year of study). Although group B studied English two years less than group A did, by the seventh year the two groups reached the same level in English, while in the eighth year of school the English level of group B was more advanced than that of group A.

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*Wilhelm SANKE, ''Linguistische und sprachdidaktische Aspekte eines Sprachorientierungsunterrichts - Thesen und Fragen am Beispiel einer Plansprache''. In: I. Meyer (Red.): "5. Werkstattgesprach- Interlinguistik in Wissenschaft und Bildung, Arbeitspapier n. 62", IfKyP. Paderborn: FEoLL GmbH, 1981, pp.&nbsp;18–206.

*Lian O'CUIRE, ''An Cas do Esperanto'', Esperanto-Asocio de Irlando, Dublin 1984, 5 p.

*Ludovik PREBIL, ''Internacia pedagogia eksperimento en 5 landoj (1-a regiono)'', nella rivistain "Esperanto", 1972, n. 121, luglioJuly-agostoAugust.

*W. PERRENOUD, ''Conférence International sur l'enseignement de l'espéranto dans les écoles, au secrétariat de la Société des Natios, du 18 au 20 avril 1920. Compte rendu sommaire en français''. Genève.

*[[Antoni Grabowski]], ''Esperanto kiel preparo al la lernado de lingvoj'', in "Pola Esperantisto" 1908, n. 1, p.&nbsp;48.