Teaching Foreign Languages: Between Tradition and Contemporary Synchronicity
Teaching Foreign Languages: Between Tradition and Contemporary Synchronicity

Summary/Abstract: Teaching a foreign language has uncovered new challenges with the evolution of society and education as a whole. The entire concept of synchronicity, the ability to connect to a contemporary platform of teaching has fostered significant necessities for adaptation, a prevalence of abandoning old methodologies towards the pursuit of innovation and collective interest. Teaching a foreign language to eclectic clusters of students has become a challenge not only from a didactic standpoint but from a communication point of view as well. Undoubtedly, technique and psychology as well as information content remain relevant, however, as educators and formulators of information, we must strive towards remaining close to that which is contemporary. The information we deliver as teachers of a foreign language cannot and must not be restricted to traditional structures of grammar, vocabulary and so on. We need to stay connected to an entire apparatus of updated cultural and informational references. The aim of this paper is to explore both the mechanisms of didactics and social communication from a contextual, adaptive and correlative standpoint. Our duty as teachers is not only to teach students, but to also explore strategies which help us teach ourselves. A foreign language should be perceived more along the lines of a living organism, constantly expanding, constantly adapting, engulfing new elements and forsaking elements that are now socially and culturally viewed as obsolete, destined to ultimately become forgotten and archaic.

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