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awareness and language learning aptitude. The results showed that
Esperanto was easier to learn than French for the studied children, but did not show a significant difference in the metalinguistic awareness or proficiency in subsequent language learning between students who had studied Esperanto and students who had studied other languages. However, the experiments did consistently show that the students in the Esperanto group had more uniform scores on tests of metalinguistic awareness, suggesting that studying Esperanto has a levelling effect.
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122:) for two years, then teaching them a second language for several years after that. The time spent studying Esperanto helps the student acquire the second language more quickly, such that they end up more proficient in the second language than if they had spent the first two years studying it instead of Esperanto.
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The study demonstrated not only that group B gained linguistic skills with
English, but also that group members could use two languages instead of only one. Because all the pupils had a Germanic language (German) as their mother tongue, the help they got from Esperanto was not a result of its greater
145:
The educational benefits of
Esperanto for children were subsequently studied by researchers at Columbia University, the University of Sheffield, and the Egerton Park Country Secondary School. Many of these experiments' findings were compromised by unclear objectives, brief or anecdotal reporting, and
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The idea that
Esperanto might prove helpful in acquiring foreign languages was posited in a 1922 report to the League of Nations. It was given as a potential reason for children to study Esperanto, but the only study that had been conducted at the time, an experiment in the Girls' Secondary School at
336:
Angela
Tellier and Karen Roehr-Brackin used the Springboard to Languages program to evaluate the effectiveness of the Paderborn method. They also performed three similar studies between 2013 and 2017, investigating whether learning Esperanto facilitates the development of children's metalinguistic
355:
Several hypotheses have been proposed to explain how the
Paderborn method works. It is generally accepted that the learning of any language makes the learning of all subsequent languages easier. Norman Williams argues that Esperanto provides this benefit to a greater degree than natural languages
391:
Angela
Tellier argues that a key factor is the positive attitude toward language learning that Esperanto provides students. Experiments consistently suggest that a student of Esperanto can reach proficiency faster than a student of a natural language. This rapid progress reinforces the student's
161:
Group A started to learn
English from the third year of study, while group B in the same year started to learn Esperanto (160 hours); group B also started to learn English after two years (i.e., in the fifth year of study). Although group B studied English two years less than group A did, by the
332:
Between 2006 and 2011, the
Paderborn method was employed in the Springboard to Languages program, which operated at various primary schools in England. Through the program, primary school students studied Esperanto and French. The goal of the program was to boost the students' metalinguistic
158:, a professor at the Institute of Cybernetics of Paderborn, two groups of pupils (A and B), both with German as mother tongue, were created in a primary school. The aim was to prove the propaedeutical value of Esperanto for learning English (and in general, any other foreign language).
450:
60:, is a useful starting point for translations, but translators must revise errors as necessary and confirm that the translation is accurate, rather than simply copy-pasting machine-translated text into the English Knowledge (XXG).
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Helen Eaton argues that some of
Esperanto's benefit comes from the vocabulary and grammar that it shares with the target language. Lexical analyses have found that 80% of Esperanto roots are similar to the corresponding
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a lack of methodological rigor. However, they consistently suggested that the study of Esperanto provides advantages to primary-age children that the study of natural languages does not.
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self-confidence as a language learner and their enthusiasm for language learning, both of which encourage them to persevere in their future language learning endeavors.
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seventh year the two groups reached the same level in English, while in the eighth year of school the English level of group B was more advanced than that of group A.
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is a proposed method for teaching foreign languages, originally conceived for children's education. It consists of first teaching a student a simple language (usually
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Do not translate text that appears unreliable or low-quality. If possible, verify the text with references provided in the foreign-language article.
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similarity to English than to German. In addition to cultural gains, the saving of time and resources resulted in an educational saving as well.
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Content in this edit is translated from the existing Esperanto Knowledge (XXG) article at ]; see its history for attribution.
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New Educational Instruction-method Guaranteeing Heterogeneity (and) Bilinguism (while) Observing Universal Rules
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Halloran, J. H. (Sep 1952). "A four year experiment in Esperanto as an introduction to French".
883:- Proposal for a pilot-project (language experiment) in the framework of the Socrates-Program.
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Esperanto as a starter language for child second-language learners in the primary school
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Esperanto as a starter language for child second-language learners in the primary school
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in the publication of the Hanns-Seidel Stiftung eV, Verbindungsstelle Brussel/Bruxelles
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Analisi comparativa del lessico italiano esperanto ed ungherese a fini didattici
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133:'s Institute of Pedagogic Cybernetics, from which the method gets its name.
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The most comprehensive experiment on the Paderborn method was done by Prof.
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Der propedeutische Wert von Plansprachen für den Fremdsprachenunterricht
631:"Esperanto as a tool in classroom foreign language learning in England"
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to the source of your translation. A model attribution edit summary is
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388:, which are also found in the grammars of French, German, and Latin.
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Williams, Norman (December 1965). "A language teaching experiment".
458:. General secretariat of the League of Nations. 1922. pp. 51–53
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root, 20% to the corresponding German, and 66% to the corresponding
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speakers, stating that Esperanto is six times easier to learn than
851:(second ed.). Great Britain: Esperanto UK. pp. 11, 12.
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Orientamento linguistico in esperanto con il metodo di Paderborn
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awareness and improve their attitudes toward language learning.
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Das Paderborner Experiment zum Sprachenorientierungsunterricht
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Eaton, Helen (Oct 1934). "Experiments in language learning".
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The following table summarizes the Paderborn experiment:
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740:"The educational value of an artificial language"
619:, Universität Paderborn, Institut für Kybernetik.
356:because of its simplicity and its familiarity to
675:Interdisciplinary Description of Complex Systems
582:(second ed.). Great Britain: Esperanto UK.
452:Esperanto as an international auxiliary language
16:Proposed method for teaching foreign languages,
629:Tellier, Angela; Roehr-Brackin, Karen (2018).
380:. Eaton also notes that Esperanto grammar has
78:accompanying your translation by providing an
44:Click for important translation instructions.
36:expand this article with text translated from
513:The British Journal of Educational Psychology
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150:Experiment at the University of Paderborn
668:"The teaching and learning of Esperanto"
224:reaches a basic level of English, while
203:reaches a basic level of English, while
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635:Language Problems and Language Planning
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808:Studies in Second Language Acquisition
328:Experiments at the University of Essex
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781:. Milano: COEDES. pp. 47, 48.
544:The Canadian Modern Language Review
142:Bishop Auckland, was inconclusive.
525:10.1111/j.2044-8279.1952.tb02826.x
266:continues to learn English, while
90:{{Translated|eo|Metodo Paderborn}}
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804:"On the acquisition of Esperanto"
738:Eaton, Helen S. (November 1927).
245:continues to learn English while
540:"A language teaching experiment"
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402:
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708:Canadian Modern Language Review
802:Maxwell, Dan (February 1988).
88:You may also add the template
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897:Language-teaching methodology
538:Williams, Norman (Dec 1965).
777:Smidéliusz, Katalin (1997).
424:Constructed languages portal
907:Second-language acquisition
744:The Modern Language Journal
478:The Modern Language Journal
317:learnt it for 2 years less
313:in English skills, even if
101:Knowledge (XXG):Translation
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52:Machine translation, like
820:10.1017/S0272263100006951
666:Charters, Duncan (2015).
154:Under the supervision of
38:the corresponding article
847:Tellier, Angela (2013).
602:Prof. Dr. Helmar Frank,
578:Tellier, Angela (2013).
382:noun-adjective agreement
284:The level of English of
228:does not know it at all
207:does not know it at all
270:quickly improves in it
131:University of Paderborn
99:For more guidance, see
647:10.1075/lplp.00013.roe
687:10.7906/indecs.13.2.7
137:History of the method
72:copyright attribution
720:10.3138/cmlr.22.1.26
556:10.3138/cmlr.22.1.26
249:starts to learn it
186:English knowledge
80:interlanguage link
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76:edit summary
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891:Categories
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681:(2): 295.
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561:2022-05-12
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438:References
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341:Mechanism
129:, of the
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94:talk page
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396:See also
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303:ENGLISH
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374:Latin
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349:and
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