Read the text below and answer the question.

Thought-in-Action Links

    It is important to recognize that methods link thoughts and actions, because teaching is not entirely about one or the other. As a teacher of language, you have thoughts about your subject matter – what language is, what culture is – and about your students – who they are as learners and how it is they learn. You also have thoughts about yourself as a teacher and what you can do to help your students to learn. Many of your thoughts have been formed by your own experience as a language learner. With this awareness, you are able to examine why you do what you do and perhaps choose to think about or do things differently.

    As an example, let us relate an anecdote about a teacher with whom Diane Larsen-Freeman was working some time ago. From her study of methods in Stevick (1980), Heather (not her real name) became interested in how to work with teacher control and student initiative in her teaching. She determined that during her student teaching internship, she would exercise less control of the lesson in order to encourage her students to take more initiative, and have them impose the questions in the classroom, since so often it is the teacher who asks all the questions, not the students.

    However, she felt that the students were not taking the initiative, but she could not see what was wrong. When Diane Larsen Freeman, who was her supervisor, visited her class, she observed the following:

    HEATHER: Juan, ask Anna what she is wearing.

    JÜAN: What are you wearing?

    ANNA: I am wearing a dress.

    HEATHER: Anna, ask Muriel what she is writing.

    ANNA: What are you writing?

    MÜRIEL: I am writing a letter.

    This pattern continued for some time. It was clear to see that Heather had successfully avoided the common problem of the teacher asking all the questions in the class. The teacher was not asking the questions – the students were. However, Heather had not achieved her goal of encouraging student initiative.

(Larsen-Freeman, D. 2000. Adaptado)

Read the following extract to answer question.

   Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.

(Larsen-Freeman, D. 2000)

Text 1:

How being bilingual can boost your career

Whether you’re fresh out of college or a seasoned executive, insiders agree that fluency in a second language can not only help you stand out among prospective employers, it can also open doors to opportunities that those without foreign language skills might miss. 

In today’s global economy, the ability to communicate in another language has become a significant advantage in the workforce. Research has found that people who speak at least one foreign language have an average annual household income that’s $10,000 higher than the household income of those who only speak English. And about 17 percent of those who speak at least one foreign language earn more than $100,000 a year. 

A recent survey found that nearly 9 out of 10 headhunters in Europe, Latin America, and Asia say that being at least bilingual is critical for success in today’s business environment. And 66 percent of North American recruiters agreed that being bilingual will be increasingly important in the next 10 years. 

“In today’s global economy you really have to understand the way business is done overseas to maximize your potential. A second language equips you for that,” says Alister Wellesley, managing partner of a Connecticut-based recruiting firm. “If you’re doing business overseas, or with someone from overseas, you obtain a certain degree of respect if you’re able to talk in their native language.” 

Language skills can also be key for service industries. At the Willard InterContinental Washington, a luxury hotel a few blocks from the White House, a staff of about 570 represents 42 nations, speaking 19 languages. The Willard’s front-of-house employees such as the concierge speak at least two languages. Bilingualism is not an absolute requirement, but it is desirable, according to Wendi Colby, director of human resources. 

Workers with skills in a second language may have an edge when it comes to climbing Willard’s professional ladder. “The individual that spoke more languages would have a better chance for a managerial role, whatever the next level would be,” Colby says. “They are able to deal with a wide array of clients, employees.” 

So which languages can give you a leg up on the job market? Insiders agree the most popular – and marketable – languages are Spanish, German, French, Italian, Russian and Japanese, with a growing emphasis on Mandarin, given China’s booming economy. So let’s learn Mandarin!

“We see demand from a full range of industries,” says Wellesley. “Actually it depends on which company you’re working for and the country in which they’re located.” 

Adapted from: LATHAM-KOENIG, Christina & OXENDEN, Clive. American English File 5. 2nd edition. Oxford: OUP, 2018.