In a recent comment I said this: “…Krashen has been busting his hump for thirty years now to show the world how people REALLY acquire languages, by listening for thousands of hours before reading and doing the two output skills…. I just wrote it wrong. It should have read: …by listening and reading for […]
Ben, I really didn’t know what to expect in the crowd at this TESOL France national conference (350 people attended). I thought I’d probably be seeing a lot of British people. And I did, but there were also a lot more Americans than I thought I’d see, as a matter of fact the President and Vice-President
Got this from a colleague: Dear PLC friends, I need your help with a difficult situation at school. I am writing to you to sort out my thoughts, but also for your support. Today I was called in to talk with one of the high school counselors who told me that some students in my
My kids read for ten minutes at the beginning of class – SSR of the novel. Then on Friday we read and process what they read the SSR text for the entire class period. This, then, represents 95 min. of SSR/novel time – time devoted to reading – done during the week. In addition, roughly two classes are
I got a call from Diana in Philadelphia today. Not good when your boss calls you on the weekend. I had sent her an email this morning about some of what we’ve been talking about here in terms of reading too much too early. Someone who reads this blog also told her at ACTFL today about
This article is a republishing of three comments made here this morning. Two of the comments are by me and one is by Jody. They address the topic of when to start reading novels in TPRS/CI classes. I post the comments here bc they contain seeds for a discussion I believe we haven’t yet really resolved in the
OK time for major celebration. Jeff won. If you aren’t aware of that recent thread, read these posts before reading on: https://benslavic.com/blog/2012/11/09/jgr-and-parents/ https://benslavic.com/blog/2012/11/10/jgr-and-parents-2/ Here is the wonderful report of great growth done by more than one person in this compelling situation that happened over the past few months in Cincinnati. Reading it, we can see that Jeff looked
Here is part of the My Class is “Structured” thread from tonite that wouldn’t post as a comment (error message), so I am making it into a post: Jody had said: My kids, as young as they are (11 and 12), have always had to write “essential” sentences or dialogue–copied from the text to help
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I’m making a separate category for this, as I did with David’s Textivate contribution this morning. Robert attacks the Interpretive Skill with this zinger of a reading/writing activity: For Interpretive Communication, perhaps you can get them to go along with something similar to what I did last year for the first semester final in several classes. Give
David Talone adds to the reading and writing arsenal: I had less to do today, and was missing nearly half of my class due to trips, so I decided to wing it a bit. After 7 minutes of FVR, I told them that we were going to end the class with the word chunk game
If you look at this link: https://benslavic.com/blog/category/bail-out-moves/ you can find some options – what I call “bail out moves” – to switch to right in the middle of class in those times when “it ain’t working”. The one I suggest here is a kind of instant “writing” activity. I would only go to this with a
A question for the group: Hi Ben, I asked my Grade 10 class for self reflections today and they were very helpful to read. I asked them what they had noticed about their language learning this last term, as it was the first time I had tried TPRS with them. All of them wrote that
