Training Questions

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3 thoughts on “Training Questions”

  1. For curriculum , it can be argued that there is nothing BUT curriculum since input or natural rich language in context is the way all humans leare language… this includes signs for signed languages. Once the research is seen and results then the blindfold canot be lifted. Themes, grammar are unnecessary, slow and limiting etc…

    1. Since the rate of acquisition is unique for each person, there cannot be a prefabricated curriculum since compelling language is too vast to map. It is important for students to be compelled to feel the language. Sometimes it’s personal, via invisible or rpgs or even storylistening. Every teacher should implement and/or design structures that lead to compelling input in the TL. This includes birthdates, hobbies, bios and what students did over the weekend etc… in ESL terms you are developing their BICS or basic interpersonal communication skills which include all those mapped out things in jGR/ISR.

      The same goes for benchmarks. If the district needed them, let’s ask what is it that the lowest student with the heaviest baggage do? If after 1 year they can understand the gist of a story, write 20 words in a 10 min free write and retell the general story in L1 of a story told in the TL, then I say the benchmark should be lower than that. Of course, you may refer to your own state standards or even the national ones.

  2. For point 2. I myself have thought about transitioning my depth where I work but for that to happen the vision and reflection has to work out in the heart of the teachers. What can be limiting is everyone following a set curriculum of “ci” type material and it reassembling school for the kids with testsome etc… freedom to deliver ci is important because it is art. I think that many of us should be fearless rather than compromise ourselves. You can point out that deniers we curriculum is based on HF words which can allow for Non targeted and scripted work and MRS stuff as well. It seems her stuff is good to transition but some teachers seem to do well just diving in.

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