Alisa reports from Chicago, showing what hard work over years with a few dedicated colleagues by your side can do: In my district we were given explicit permission to follow the research and not worry abt what the high school that we feed into does once our kids get there. We have observed a positive […]
When I say that the real enemy is using T1 and expecting kids to show on an assessment that they “acquired” certain words/structures, I do not want anyone to think that there are not CI and TPRS teachers expecting T1 type results. (“I taught it now I will test to see who got it” types.)
Nathaniel said: …knowing a list of grammar points may be considered a skill, but it is not a communication skill. It is more like Sudoko or finding the differences in the two drawings. So I distinguish three practices: 1) communication (expression, comprehension and negotiation of meaning), 2) communication skill-building (practice ordering a taco) and 3)
