This is a repost:
I had mentioned a term in a recent comment here, connecting it to a CI teaching skill in which we don’t leave a structure until we feel that the class has brought it into a certain kind of focus that we can sense/feel/be aware of. Here is the comment:
…don’t leave a structure until you feel that the class has brought it into “auditory focus”. You can see it in their eyes. It’s almost as if you say a word chunk, it goes whisping into their ears, and, instead of going on, you wait until the sound goes all the way into their brains and then shows up visible in their eyes. Once you see that recognition, you know you can go on. It’s a lot slower process than when we teach without being aware of auditory recognition…..
James responded:
The concept of “auditory focus” fascinates me. I have been lucky to experience my students “getting it” in this way a few times now. Totally and radically and almost scandalously different than what it felt like teaching with grammar-based methods. It’s one of those things I could read a whole book about, even though I know it all comes down to a “gut feeling” and getting those structures to go “ka-thunk.”