Chris Stoltz’ article is getting continued attention. This is from Nathaniel Hardt in Massachusetts: Hi Ben, I tried to get to where your commendation was to Chris’ article but couldn’t remember where it was. [ed.

Here is a bio from Susan: Salut Ben! I am a French teacher at Junction City High School in Kansas. I’m one of those French teachers who is also the French Department. I attended a

Here is Jessica’s bio: I teach Latin at Guilford High School in Connecticut. I first encountered CI in the form of a TPRS demo using an African language at a conference and was blown away

Anne Matava has recently completed ten scripts for Houdini. Here is what she says about them: Ben – Three or four of these are some of the best scripts I’ve ever used, and the rest

We are starting to get different versions of jGR, each tailored to the individual needs of the teacher. That is a good thing, as we are all individual teaching artists. Here is one from Chris

Leigh Anne sent in an important article: Hi Ben – The data that our brains love CI (they call it ‘Implicit Learning’) is all there in black and white. This is from the National Center

I have copied below the Denver Public Schools Appendix to the World Language LEAP Document. The LEAP acronym stands for Leading Effective Academic Practices. Search “DPS LEAP” for more information. Sometimes we refer to it as

We share so many ideas in this PLC and so we get to learn from each other. Here is a cool idea from Carla: Hi Ben, There’s a tally app. It’s called Tally, and it’s

Here is still another missive I got from Bob Patrick, but this one doesn’t talk about Latin; it talks about the Role of the Teacher: The Role of the Teacher A teacher, out of compassion

Here is the other missive I have wanted to publish from Bob Patrick. It describes a variation on Jason Fritze’s “Running Dictation”. Kind of a Latin version. Love the addition of the “Help Desk” and

I said in an earlier comment today that I can’t keep up with the Latinists. Between Bob in Atlanta/Athens and John in San Francisco and David Maust in L.A. and Dan Navar (I can’t tell

Here is Teri’s bio: I studied French because I loved the language and I wanted to travel and live in France.  I never had any intention of teaching it.  It was always difficult for me

This bio is from Michael: Ben, I joined the group in May, I believe. I teach Latin at Westminster Academy in Memphis, Tennessee. I heard about this blog from Bob, John, et al at the

Here is Julia’s bio: My name is Julia Lo. I teach Russian at Tower House School, London, UK. I also have private students, both adults and children. Though my original degree was in languages, I

Dear Ben, I wanted you and the other group members to be the first to know about the 2014 edition of the Agen TPRS Workshop. Teri and Lynnette and I have settled on the dates

This past weekend on the forum Megan asked about essential questions that she had to provide her administrators with. I made these suggestions: 1. Can I understand (name of language you teach) by listening to

Here is Carly’s bio and thank you Carly: Hi! My name is and I am a middle school French teacher at IS383 in Bushwick, Brooklyn. I learned about TPRS from a presentation at a workshop

Here is Lauren’s bio: My name is Lauren Falken and I am in Dr. Patrick’s class. I am a high school Spanish teacher currently teaching Spanish I and II. I am also pursuing a Master’s

From Bob Patrick: I want to share what I did with Latin 1 students last week, combing several CI approaches, and it was a very easy lesson. Part of why it was a very easy

Here is Shirley’s bio: I am a volunteer language teacher at two schools run by my church in Central California. I teach Spanish to fifth through tenth graders, trying to make the most of the

Here is a bio from Kelly: I teach Spanish 1 & 2 at Joliet West High School in Joliet, IL. I have been teaching with TPRS/CI for around 10 years now. A colleague of mine

Inger Moran Here is Inger’s bio: My name is Inger (pronounced a bit like Inga) Moran and I am a French teacher in Arlington Public Schools in Arlington, VA. This year I am teaching level

It is in our shared successes that we can find the strength to keep on keeping on. Jeffery, no stranger to the muck and mire of transitioning to comprehensible input based instruction, recently sent us an excellent

I don’t know how long Diane Neubauer has been doing comprehension based instruction, but she is a force. She has a great future in and out of the classroom as a leader in promoting comprehension

There is so much to say about i + 1 that I am just learning. I don’t want to keep what I learn all in my head like some theory. I want to know how

Novels are too long for me to be able to do authentic texts using embedded readings. Here is another way to break down texts that may be 1 + 5 for our kids. (No we

Barbara Vallejos is our esteemed colleague here at Lincoln High School in Denver. She has used CI and TPRS for almost 20 years now and quietly sets a standard for the rest of us in our

A report from Robert: Hi Ben, I just wanted to give you an update on what’s happening in my district. Currently there are three of us who are committed to TCI/TPRS: one in German, one

Chill shares: Ben: It’s anecdotal, but encouraging nevertheless. I got this today from a college freshman. She is at University of Charleston. Chill Bonjour Madame! Hi! It’s Eve! Just writing to tell you that the

Here’s an Anne Matava script for a level 3 class: (Anne is working on a new collection of story scripts. It would be Vol. 3. There is also a set of scripts just for Houdini.

Here’s an Anne Matava script for a level 1 class: Doit passer l’aspirateur aspire plus tard je ne sais pas Frank doit passer l’aspirateur.  Sa mère dit, << Frank!  Passe l’aspirateur!>>  Frank ne veut pas

Last week there was a discussion about DO NOW over on the forum. I asked Annick Chen if she would share what she puts on her smart board at the beginning of each of her

Here is an update from Bob on his adjunct work at the University of Georgia: The department just asked me yesterday if I would consider teaching this spring (they asked about summer two weeks ago).

I think that it is fairly accurate to say that we haven’t seen any full blown classes in CI taught at the university level, ever. Krashen gets mentioned, of course, but it is always in

I have gotten better at staying in the target language because of the Ten Minute Deal. I have only been doing it for a few weeks, but I am getting some really strong ten minute

Chris said this in talking about a thread started by Eric Herman about the use of L1 in the classroom: …I’ll just randomly say funny, weird, random things in English which then turn into 1-2

James Hosler has agreed to moderate the forum which is clearly going to need moderation. Also I asked Trevor to add a Successes page to the forum, a great idea this morning from Carly. We

I am so irresponsible with using English in my classroom that I now have asked a kid to time ME on how long I go in L2 before an L1 fail. The kids are really accurate

With Chris and Kristen and Charlotte and others in Canada, I feel change is on its way. Like the change in the U.S., the change in Canada is starting in the West. A few days

There are reasons to take it easier at the upper levels. I know, we get excited because, by the end of level 2, with all that input in the form of stories and other forms

As people get to know each other they learn more about each other. I didn’t know that Robert Harrell was a pianist OR had a paper route as a kid. I didn’t know that he

I had asked Deena for more frequent reports from the field because she is new and describes the process of being new really well. Here is her third report and thank you Deena: Wow…I feel

It’s not about us worrying anymore. That part is over. There is no method. There are no skills to learn – we already know how to speak slowly, to listen to those we speak with,

Hi PLC Members, Here is some quick information that Ben wanted me to share with you on how “posting comments” in the PLC should function.  Here’s how to do it… When Ben posts an article,

When we read a novel, breaks are needed. So every few chapters, or every few days, whenever the kids don’t want to do R & D or cRD any more, I put up a painting

As some of us know Dr. Robert Patrick teaches a graduate course in education at the University of Georgia (LLED 7045 Comprehensible Input and Second Language Acquisition). He recently forwarded to me an interesting exchange

Hi Ben, So like all other teachers in New York City, and New York state, I got observed under the Danielson rubric. And, it went well! I wasn’t worried about the classroom environment sections because

This is from a November 3, 2011 article on the website of Cambridge University. It reflects exactly what we all need to keep in mind when thinking about how we teach languages: Unconscious learning could

1. The Primer hard link is now up. 2. An Acronyms hard link is now up. 3. The Forum now has two parts, one for general discussion and one for specific questions. I am happy

1. We will have our Primer hard link for administrators up and running in the next few days. If you are just hearing about this, the Primer is a document that we all agree we