Lakhasly

practices sometimes described as humanistic techniques (Moskowitz 1978).(Moskowitz 1978: 2) In sum, humanistic techniques engage the whole person, including the emotions and feelings (the affective realm) as well as linguistic knowledge and behavioral skills.Rather than self-denial being the acceptable way of life, self-actualization and self-esteem are the ideals the exercises pursue.Moskowitz defines humanistic techniques as those that blend what the student feels, thinks and knows with what he is learning in the target language.[The techniques] help build rapport, cohesiveness, and caring that far transcend what is already there ... help students to be themselves, to accept themselves, and be proud of themselves ., help foster a climate of caring and sharing in rhe foreign language class..

practices sometimes described as humanistic techniques (Moskowitz 1978). Moskowitz defines humanistic techniques as those that
blend what the student feels, thinks and knows with what he is learning in the target language. Rather than self-denial being the acceptable way of life, self-actualization and self-esteem are the ideals the exercises pursue. [The techniques] help build rapport, cohesiveness, and caring that far transcend what is already there ... help students to be themselves, to accept themselves, and be proud of themselves . . , help foster a climate of caring and sharing in rhe foreign language class. (Moskowitz 1978: 2)
In sum, humanistic techniques engage the whole person, including the emotions and feelings (the affective realm) as well as linguistic knowledge and behavioral skills.
Another language teaching tradition with which Community Lan- guage learning is linked is a set of practices used in certain kinds of bilingual education programs and referred to by Mackey (1972) as " lan- guage alternation." In language alternation, a message/lesson/ciass is presented first in the native tongue and then again in the second language. Students know the meaning and flow of an l2 message from t11!ir recall of the parallel meaning and flow of :111 LI message. Th·y btgin In holistically piece togerher a view of these message sets.