Foreign Language Teaching Materials in the Framework of a Bilingual Approach

Abstract

The paper deals with the theoretical assumptions underlying the Bilingual Approach and postulates the design and development of foreign language teaching materials facilitating the learner’s assimilatory strategy from LI to L2 in accordance with the recommended syllabus. The problem involves the following aspects:

a. Textbooks,

b. Pedagogical grammars and reference books offering inter- and intra-language comparisons,

c. Bilingual grammatical and phraseological dictionaries as well as dictionaries of topical utterances,

d. Bilingual structural and communicative/functional exercises,

e. Bilingual readers.

The paper provides a discussion on the concepts of: (1) grammatical transference, (2) semantic and pragmatic interpretation/translation — and their pedagogic implications. It also includes a general survey of recent developments concerning the matter in question with reference to the teaching of English as a Foreign Language in Poland