SHADE SCHOOL
of LANGUAGE and CULTURE
Our Philosophy
Our Philosophy
Simple technical competency in the language is not the end goal, but is only one aspect of cross-cultural communication.
Simple technical competency in the language is not the end goal, but is only one aspect of cross-cultural communication.
Simple technical competency in the language is not the end goal, but is only one aspect of cross-cultural communication.
Simple technical competency in the language is not the end goal, but is only one aspect of cross-cultural communication.
The program adopted by the SSLC is one which sees culture and language as inseparable. Simple technical competency in the language is not the end goal, but is only one aspect of cross-cultural communication. We are committed to the view that:
True communication involves knowledge of and use of the worldview of the target culture. This entails specialized conceptions, views, and beliefs, which the alien (the missionary) must come to as learner, gain awareness of, and learn proficiency in the use of, in order to know how to communicate what he believes. For example, one must become a member of the society, become accepted in the society's terms, before reaching the point of being accepted as a change agent (one who brings new ideas, information, or beliefs, such as the Christian faith).
Language is a reflection or expression of the culture in which it is used. This means that general proficiency in the language is the door to insights of thought and logic of the target culture. (And it is true that each culture or subculture has its own logic and system of thought and reasoning, which are based on basic assumptions about life and the world.)
Awareness or knowledge of the target culture and its way of thinking are necessary to full communication. This requires not only simple technical proficiency in the language, but also personal involvement in the target culture to think and reason the way its people do.
Independence and involvement facilitate language acquisition.
Independence: That is, from special people (teachers) and special tools (books and schools). One should develop the ability to learn from anybody and everybody, both passively, by observation, and actively, by questioning or trial and error. By doing this systematically, one can build a coherent picture of the world and begin to make sense of strange cultural references and strange technical (language) tools. This is the principle that drives our conversation program, local trips, individual assignments, etc.
Involvement: That is, with the people and culture, basically through speaking the language. This requires personal involvement with the people and, gradually, more immersion in the culture. This will result in one feeling more comfortable in a new cultural setting and with new ways of doing things, saying things, reasoning, and making decisions. Thus, our attempts to schedule learning time outside of class, gradually increasing involvement with the African people, communities, and situations, until the student can do this on his own, at his station, and in his work.
Moving from alien to member of the community is an ongoing process. As such learning must continue, but it is a personal experience and it depends upon each individual.
Independence: That is, from special people (teachers) and special tools (books and schools). One should develop the ability to learn from anybody and everybody, both passively, by observation, and actively, by questioning or trial and error. By doing this systematically, one can build a coherent picture of the world and begin to make sense of strange cultural references and strange technical (language) tools. This is the principle that drives our conversation program, local trips, individual assignments, etc.
Involvement: That is, with the people and culture, basically through speaking the language. This requires personal involvement with the people and, gradually, more immersion in the culture. This will result in one feeling more comfortable in a new cultural setting and with new ways of doing things, saying things, reasoning, and making decisions. Thus, our attempts to schedule learning time outside of class, gradually increasing involvement with the African people, communities, and situations, until the student can do this on his own, at his station, and in his work.
Moving from alien to member of the community is an ongoing process. As such learning must continue, but it is a personal experience and it depends upon each individual.