Anyone into conspiracy theories will enjoy this post. It raises questions about whether Krashen’s work is original. It also completely supports my NTCI concept vs. “targeted” CI.
This entry is from 2007. One of my middle school students – “K” – wrote 21 posts here in 2006 (back when it was just “the blog”) about her experiences in going from my then-TPRS middle school classroom into an IB traditional high school program in Lakewood, CO. By the way, she had cerebral palsy and on the first day of school in Lakewood had been re-directed by her French teacher to the special ed room. (This was a level 1 class, where all middle school kids were placed, in spite of the fact that she had had the second highest score in the state of Colorado on the level 1 National French Exam the year before.) In this post, “K”, who was also in my Theory of Knowledge class and had gotten very interested in how people learn languages, found in her high school textbook a reference to Simon Belasco’s work that pre-figures Krashen’s work. She went to explore it. The actual report is not below – I lost touch with K before I could get it. So below is K’s “summary” of the report. Here is K’s observations on the Belasco committee article from 1963, something well worth reading by any teacher interested in how we have arrived in the 56 years since at where we are now in WL pedagogy: