The old and time worn model for teaching languages is based on a certain lack of faith that we can develop in our students the ability to converse and interact with us in the target language. Can we not instill in our classrooms a way of learning that is reciprocal and participatory and honoring of the highest and best qualities in both us and our students? The Big Lie is characterized by the following received ideas, sent directly from the teacher to the students as an invisible message in each moment of class:
1. I’m not sure that all of you can do this.
2. Do you have the ability to understand me?
3. Are you good enough to succeed in my classroom?
4. I’m not convinced that you know this.
5. You need to work harder.
6. I know this, but you don’t.
7. You are not good enough.
8. You never will know as much as I do about this language.
9. Your inability to understand the grammar means you can’t learn.
10. There are others in this classroom who can do this, but not you.
This lambasting of the purity of our students’ self esteem and confidence seriously creates in many of them the belief that they can’t learn. Kids shouldn’t be made to believe the Big Lie, because all people can learn a language. The answer lies with us, in the decisions we make about our instruction, in the sense of respect that we bring to our students, which is no longer an option.
If Cara’s resolve expressed in this sentence:
The techniques and lesson structures I witnessed that day demonstrate quintessential reasons why as a world language teacher it is imperative I acquire knowledge of and become adept in TPRS.
is echoed by 500 teachers, not much will happen. But if it is echoed by 5000+ teachers, a series of waves will take over our profession, and the benefits of this humanization and honoring of children will soon be visible as part of the larger change that is now coming to the world in general.