Примењена лингвистика у част Ранку Бугарском - Језик у

JEZIK U UPOTREBI / LANGUAGE IN USE
And this emphasizes the importance of adult MT education. Adult illiterates
should be taught to read and write, irrespective of the type of reasons for
which they could not achieve literacy during their childhood. The different reasons,
however, may define the different ways and methods of reaching the desired
aims.
For many of them, the process begins with a preliminary phase, where their
motivation should be enhanced. There are several ways to do that. The best way
(so far as I know) has been that of Paulo Freire among Brazilian illiterate people
who were culturally deprived, politically neglected and (more often than not)
unemployed. It can be summarized by starting to make them sensitive, to make
them conscious of their community, conscious of their role and their communication
in it (Freire 1968/1974).
This means that language and general education are not in a ‘cause-effect’
relation, but in a helicoidal (spiralic) relation. General education is not equal to
teaching within the school: it comprises a much broader span of activities, where
the person takes part in his own development.
On MTE strategy
This is not the place where issues of MT education could be discussed. One remark,
however, must be made. MT education (in my opinion) has no duty of
equipping the learner with things to be learned, so it is not a training process.
MT education should enable them to develop their general and MT competence
in meeting the language demands during their lifetime. This is why the entire
education process is a kind of MTE, according to György Kontra, MD, a major
developer of education in Hungary (Kontra 2008).
MT education should be considered, in this sense, to be human resource
development rather than manpower planning (or workforce preparation).
This should be observed in the entire strategy of MT education. For example,
not only should the needs and expectations of language use (as perceived
until now) be respected, but also and mainly the nature of language competence:
one should not forget that “the system of language as a competence develops
holistically” (Corder 1981: 65-78). “An enabling procedure demands that what is
done in classroom have an instrumental value, in promoting the process of learning”
(ibid.).
Language education should prepare the learner not just for one predictable
future role, but for coping with future demands in life, which could not be
foreseen.
He or she should be the master of his or her language during a lifetime.
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