I’m not literally a foreign language teacher, and certainly was not trained in FL pedagogy. But since I teach Middle English literature, and since many of my students find Middle English baffling, I often feel like I’m teaching a foreign language, though I am without portfolio (so to speak). Usually it’s the native-born monolinguals who have the hardest time; immigrants, heritage speakers, and students who have minors or majors in a FL pick up ME just fine. They’re used to code-switching, they have a better grasp of grammar, they have a sort of mental flexibility about language and its oddities. I’ve done a lot of reading about FL pedagogy, trying to figure out how to bring those techniques into what is supposed to be a traditional literature course.
Despite my efforts, there are two areas where my current (soon-to-be former) students are really struggling: verb endings (especially second and third-person singulars, thou goest and he goeth, for example), and clauses involving relative pronouns, especially when combined with inverted syntax of a sort common in poetry and even more common in ME (“Ask I you that listen that I say . . .” where the second that, in ME, translates to that which or what: “I ask you who listen to what I say . . . “). Not getting these points means that while my students can get the gist of their reading, they’re often shaky on who does what to whom. Because I’m really teaching literature rather than language, this is a problem. If you’re just trying to order in a restaurant, you can say “Querer un cafe” and the server will probably work out that you mean “quiero.” But if you’re analyzing poetry, you need to understand the forms of words and how they interact.
It’s possible that having a small class, this term, is distorting results: if I had this many students having these problems among a group of 70-odd, I wouldn’t worry about it. In a group of <20, however, the percentage of problems stands out.
If I have any readers who really are FL teachers (Z?), do you have any suggestions?