Paderborn method: Difference between revisions

Revision as of 19:03, 5 May 2012

Revision as of 14:16, 7 May 2012

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One can easily understand that, in addition to cultural gain, the saving of time and resources causes an economical saving in education.

==HypothesisHypotheses==

{{see also|Psychopedagogy|Esperanto grammar}}

Many can be the reasons because of what this method works, and seems it's not only one. Also notice that in the following only Esperanto is mentioned because the method used Esperanto, but probabliprobably another very easy [[planned language]] with similar could be instead.

#Esperanto is extremely regular<ref>example, to make the plural form of a word the ending -j is used, and this rule has no exceptions as, example, the English tooth-teeth, the Italian ''ginocchio-ginocchia''</ref> and transparent<ref>verbs, adverbs, nouns, adjectives are marked by a particular ending</ref>. I. e. all adjectives finish by -a and all nouns finish by -o. So the difference between those two parts of speech are passively learned by the student; when he will learn another language, will be easier to explain him what is an adjective and what is a noun. In addition, Esperanto is an [[agglutinative language]], and this involves the student in active use of the lexicon.

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#The grammar is minimal, so that children can start to use it actively (speaking and writing) pretty soon, and this allows them to keep their initial enthusiasm that is usually lost after the first impact with a foreign language that needs to be studied for many years before to be able to express non basic sentences. This would give self-confidence and when a new language study is started, it is seen as something easily achievable as it was for Esperanto.

#On the other side, a failure in learning a foreign language or the difficulties experienced during the first impact with it (as any other subject) can cause a small shock that reduces the self-confidence on the student's language skills. It is possible to create simple sentences since the first lessons of Esperanto, avoiding this shock.

#AsThe soonsooner one can use the language, asthe soonsooner the language can be used in meeting foreign people and this stimulates the interest of the student in other cultures and of course languages.

Other hypothesis are discussed by [[Claude Piron]] in some of his articles<ref>I. e. ''[http://claudepiron.free.fr/articlesenitalien/psicopedagogico.htm L'esperanto dal punto di vista psicopedagogico]'', Esperanto from the psychopedagogical point of view</ref>.

==References==