In this bio, Grant uses a term which I like very much – “freestyle” CI. Read on:
Ben,
My name is Grant Boulanger. I live in St. Paul and work in a first-ring suburb. I teach Spanish I to 8th grade students and it’s an absolute blast. But it’s only been a blast for this and the previous two years. I am made for this age group and this level of teaching. I get them confident, competent and excited about continuing, then I pass the baton.
Teaching was not my major in school. It was a post degree decision. Previous experience includes experiential immersion at Concordia Language Villages (Spanish and German), several years of academic immersion teaching Health to 7th grade Spanish immersion students while simultaneously teaching Spanish I to other 7th graders by the book (Realidades) (boy did Spanish I suck!), and a stint directing Middlebury’s first youth immersion summer programs. All this not to toot my own horn, but rather to suggest that I’ve been up to my neck in different language learning contexts and have intentionally chosen beginners at the middle school level because of my interest and conviction about this method, my love of being kid-like, and the fact that it is where I, personally, can make the most impact in the lives of kids.
I’ve been a Slavic disciple and Matava script user since I tried and failed miserably with Blaine Ray materials (not his fault, I just don’t fit in that box). I’ve been working on perfecting my freestyle CI for 3 years now and am making good progress. What truly impresses me about this method, if we’re to call it such, is how it allows me to interact in a sincere, genuine way with students – to make and negotiate real meaning in the target language at a beginning level. I have developed more genuine, heartfelt relationships with more and more students each year. Not just the good ones. Not just the 4%ers. I just love learning about them and laughing with them in the target language. It’s worth gold. And children neeeeeeed this attention so badly!!
My challenges with CI are not altogether uncommon. There is a tendency to want to create a ‘schedule’ that works week in, week out. year in, year out. I struggle with this and am coming to accept that there is no such thing for me. I struggle with variety on reading days and know that I bore the crap out of kids while reading texts together in class. I struggle with using actors well. I struggle with when to start stories for year 1. I’ve had a lot of success pumping up confidence and basic vocab w/ classical TPR. Unlike previous years, this year I’m combining 4 main strategies during at least the entire first trimester: Classical TPR, One-word images, Circling with Balls, and dictation. So far, so good. It’s enough variety to keep kids on their toes and keep the TPR fresh. In previous years I’ve driven that truck into the ground by this time of the year. I plan to introduce stories after the first Tri or so.
I use Scott Benedict’s word wall and verb conjugation charts. I have Bryce’s posters on the power of reading posted for all to see. No more pretty posters of Basque countrysides on my walls. Only words words words.
Personally, I have a beautiful wife who teaches ESL (and gets Krashen!), two whippersnickers, aged 5 and 7. I am also a clay artist in my other life and have melded my two passions by offering clay classes in Spanish to those kids who attend Spanish immersion schools on weekends and during the summer.
This blog is life-blood for me. I devour it. You are beautiful people creating wonderful change. I appreciate, respect and honor the energy you devote to this change and bring to this profession. I hope to bring value to the blog as well. My plumber friend jokes that with each job he’s “building America”. I see our efforts as no less patriotic. No less critical to the future success of our country. Thank you, Ben. Thank you all!