Linguistic education contributes as a communicative approach between cultures, whose objective is essential language education is the school learning of communication skills and not only to the acquisition of academic knowledge about the grammar of the language

The key concepts I would recommend for you are autonomy and freedom. In language education, especially with children, what you can do is let them choose (as much as is technically possible) what they want to do with the language they're learning, what kind of activity they prefer. the idea is to show them that they have the ability to choose what they want and it requires to go through a process of planning, setting goals for yourself and trying to achieve them.

You may alos wanna look at "project-based learning", which encourages cooperation, give them the satisfaction of having achieved something by themselves (with teacher's help) and also do away with the idea of competition that the grading system so often seem to induce.

hope that helps

As the individual develops his language skills, he will have mental schemes that allow him to order and express his ideas. It also tries that each individual achieves communicative functionality in different registers and fields. Finally, it helps that you can't communicate with people from another country.

Most children as young as 5 or 6 are probably ready to start picking up a foreign language - which would indeed benefit them in later life if they can consolidate it. That is easy to arrange in a bilingual or multilingual country like Belgium, Switzerland, Canada [particularly in its eastern provinces?], India, South Africa, and Kenya - but in monolingual territories like England and [the larger part of] Spain, it is usually difficult to give them adequate practice - so they tend to lose interest.

Clifford Baverel I agree with you that project-based-learning and autonomy do motivate students to learn; I experienced it in my classroom when I taught elementary FSL. The problem I faced was the students' limited vocabulary. I spent a long time working on vocabulary/grammar concept before they started their projects; therefore full autonomy could not happen. I allowed students to do research in English, but they had to use the learned French vocabulary to present their projects. My goals were to maximize their understanding of the content and promote the use of new vocabulary/grammar concept to communicate in context.

I often questioned if they were really learning French, because after a project ended, they needed to pursue learning, and as mentioned by David McNaughton it is difficult to promote adequate practice when living in a monolingual area. Consequently, I often found that most of the learned vocabulary was forgotten.

However, the projects fostered critical thinking and addressed global issues, so I hoped that French was contributing to the students' holistic development.

Although we are living in times of neoliberalism when education is supposed to prepare students for the job market, I believe they need to be prepared to care about humanity and the planet.

I agree that posibilities are limited for beginners. I've experienced autonomy and freedom for a beginners class in ESOL by allowing them to produce litterally what they wanted : translate lyrics from a song they liked, right a christmas card, film themselves while performing something they liked in english, talk about global warming etc. I found that when it comes from the learners they tend to remember it a lot more.

Also, it may look a bit difficult because at first when I said they were completely free to do whatever they wanted, at least half of them decided to do nothing at all, but I had to be patient and after a few classes they started to get bored and came to me and ask if they could do this or that (and I said of course). When you offer complete freedom at first they don't believe it, because they're not used to it, s you have to be patient, but for the vast majority of leaners it pays off.

Language education can contribute to the future of humanity if language teachers promote social justice and cosmopolitan citizenship. @H.Starkey (2007) defends that through language learning, learners are able to identify with members of the target language's community, develop a sense of belonging to that community, and consequently a feeling of "shared citizenship". @Bykerej (2013) talks about teaching language through a critical cosmopolitan citizenship approach. He suggests that, for teacher and students to become cosmopolitan citizens they need to: investigate the world, communicate ideas with diverse audiences, take action and accept plurality of perspectives. Language education through critical cosmopolitan citizenship is possible from a very young age. Unfortunately, the curriculum does not motivate teachers to empower language learners to become critical thinkers (de LiraSilva, 2018). Language education will contribute to the future of humanity if language teachers and teacher candidates become committed to helping learners become active cosmopolitan citizens who try to improve life at the local, national and global levels.

It's really not all that complicated. Build bridges and mutual understanding; the rest will follow.

Language education forms the basis of concrete and human dignity that sustain the future of humanity add aggravates its perpetual existence. Coexistence and cultural cohesion in learning with members of each target language is enhanced.