Duke was in today and observed. He shared a great idea that I would like to expand on a little here. My level 2 students had heard so much auditory CI in level one that he suggested my asking what they thought about the content of the song (Aicha by Khaled Sahra) we were working with. Which of the two in the song, the man or the woman, do you like best. Why? Is he sincere? Is she more sincere? What does he want from her? What does she want from him? What do you want from a boy? What do you want from a girl? Are you sincere? The thing that I was taken aback with was that these second year kids could discuss this stuff. After all, some of those questions, since they ask for personal opinions, are getting the discussion on up the taxonomy. I have never done CI with a second year class (ten years of middle school or first year only describe my history with Krashen based instruction/TPRS) and now, to see this rather big leap forward by some of the kids (some others are still in the silent period) into discussing preferences in relationships, kind of boggles my mind. But Duke saw that they could do it and reminded me in class that I could ask such questions. Who would of thunk it – we can talk to our kids in French. I guess that all the focus on input in level one has led to some degree of output here in level 2.
The Problem with CI
Jeffrey Sachs was asked what the difference between people in Norway and in the U.S. was. He responded that people in Norway are happy and
