VICTOR E. HANZELI (Ph.D., Indiana Univ.) is Associate Professor of Romance Languages at the Univ. of Washington. He has participated in several NDEA Institutes at the Univ. of Hawaii and the Univ. of Kentucky as a linguistics instructor, and has served as Director of the French Study Abroad Program, Univ. of Washington, for one summer. He is a member of MLA, LSA, and AATF.
From Individualized Instruction to Individualized Learning
Article first published online: 31 DEC 2008
© 1972 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 5, Issue 3, pages 321–330, March 1972
How to Cite
Hanzeli, V. E. and Love, F. W. D. (1972), From Individualized Instruction to Individualized Learning. Foreign Language Annals, 5: 321–330. doi: 10.1111/j.1944-9720.1972.tb00696.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT General dissatisfaction with the quality of foreign language learning and the nationwide enrollment crisis have prompted foreign language teachers to make various pedagogical or curricular responses, the foremost of which has become “individualized instruction.” But the background and nature of this response virtually guarantee its inefficacy, and the consequences of failure appear even more dismal than those of inaction. Therefore, we must take the original correct assumption that individual learners are indeed different individuals, move beyond the present definition of “individualized instruction,” and attempt to transform the foreign language—and in fact the complete educational—experience of students. The goal is self-motivation and self-reliance; the best path is that of restructuring, or even de-structuring, the classroom and school to allow for more freedom and more personal responsibility for learning.