Santa Claus needs to (tiene que) wait (espera/esperar) receive (recibe/recibirá[s]) Herman es un muchacho que está muy emocionado para la Navidad. No puede esperar para el día que él recibe regalos. Herman quiere recibir muchas cosas como videojuegos y un perro. Para que él reciba tantos regalos, necesita hablar con Santa Claus para decirle que […]
Michele forwarded a letter from the editor of “The Language Educator” to me. She asked if anyone on the blog might want to “volunteer” to contribute to the article. As you can see in her request, she is looking for teachers like us, since we represent what is coming down the pike for this century. Here is
I got this email from Ralph Wolfe, who directs a native language program in Yakutat, Alaska. I got it on December 6 and just now opened it up, so Ralph please accept my apologies. I know your program started in January and we should have gotten you some answers by now. But it’s never too late. Let’s start the
We got on a roll sending in readings from Matava and Jim Tripp stories before Christmas break. I am wondering if they are actually helpful. I think they might be cluttering up the category list. I asked Jim and Brigitte what they thought, too. The question to answer is if people actually go and use
Besides the search function on this site, which looks for blogs only, comments can be searched. Just google ben slavic and then some words for whatever you are looking for – the comment will come up. Thanks to Carla for that idea.
This is from last summer. I want to republish it here: There are two buildings next to each other. One has been there for 75 years. It is made out of wood. The other is just being built, it doesn’t even look like a building yet. It is made out of state of the art
Martin Anders in Germany has graciously sent us the French version of Drew’s list: 1. TIME after, afterward = après already = déjà always = toujours as soon as = dès que at first = d’abord, premièrement at last = enfin at the beginning = au début at the same time = en même temps
Chanting certain expressions in class is a powerful way to acquisition. Meaning is simply hammered in deeper with chants. However, when we are told in workshops about chanting, we walk away feeling funny about actually doing it and then we rarely do them in our classes. We feel funny because our perception of chanting is one of
Krashen’s research on how we acquire languages may not apply to everything we do in our actual classrooms. It may be spot on in the world of ideas, but is it spot on in real classrooms? I don’t think that ten minutes of FVR works in the way most people think. In workshops we are told
This is just a repost mainly to help me remember to do this at the end of class each day. I don’t care if it’s output – it’s fun! Paul has a great way of ending his French classes. Each day, he asks in the target language, “Do you have any homework tonite?” while putting his left hand
Drew sent those kick ass transition phrases (we now have them in Spanish from Drew and in German (from Brigitte) and we need them in French and other languages. I made a category for them. John commented: Ben asked me to elaborate on an email I sent him regarding transitional phrases. From my own experience
Ben, I’ve been absent … of late. Hoping to reengage soon. The lyrics to the song, “Soldier Afterall” by John Gorka have been ringing in my ears and in particular the notion of fighting on despite difficulties especially resonates these days. Perhaps others can relate… Take and give care, Grant Maybe I won’t make much
