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12 thoughts on “On Aligning ELA Instruction with Krashen”
“I have often lamented the fact that Krashen’s research is not fully appreciated by the ELA folks (it is given lip service only)”
“state and national standards, which can be and have been twisted to align with a textbook or whatever to meet the needs of the teacher and not the kids, and to sell expensive programs to districts that merely serve to frustrate kids and teachers”
“focus on input before output, which is the key to this whole discussion”
Yes, yes, and yes! ELA teachers and WL teachers should be allies! I feel like ELA teachers often have their background in linguistics and have never acquired a second language. I think that makes it more of a challenge for that ELA teacher to make sense of often contradictory and controversial hypotheses about how we acquire a second language. At the same time, I feel ELA teachers are often more versed in language acquisition research than WL teachers. Last year, I went to my school’s ELA teacher for direction and she recommended I read “How Languages are Learned” by Lightbown & Spada. What a fantastic book that details the often messy stages of the natural order that students pass through in their fluency development. I remember that the book concludes CI is most important, especially for beginners, but that grammar is necessary to develop more accuracy in the second language. While I think there are arguments to refute the conclusion that grammar has a place in acquisition, my point is that my ELA teacher knows her stuff. I’ve never observed her, but from what I’ve heard, I get the impression that CI is not embraced to the extent I give it in my WL classroom. Damn you lip service. . .
I’ll have to check that book out, “How Languages are Learned” by Lightbown & Spada. Thanks, Eric.
Thanks so much for this information. It will be wonderful to use for those naysayers and to help me convince my department to switch to TPRS next fall. This PLC is such a wonderful place to learn, share and to remind us every day why we are teaching the way we are.
Beautiful move Ben,
may be we should send this to all the principals in DPS?
What do you think?
Until the WL teachers in each building, in their own teaching, make the case for comprehensible input in convincing fashion (read: “the kids are happy and want to come to class every day”) such a document will probably be ignored by most principals. Just my opinion on that. Plus, they have spent a TON of money on the materials they currently use in ELA. There would be pushback.
Plus ELA is a core subject and what do we elective teachers know about that. It would be like trying to stop a huge pack of wild, angry, hungry animals from stampeding over a cliff. Good luck.
lol what do we elective teachers know about that??? (with a question mark thus completing my rhetoric)
What a visual image!
“Until . . . the kids are happy and want to come to class every day- such a document will probably be ignored by most principals.”
I love that definition of a successful FL program. And I plan to use this strategy to get attention from local newspapers at the end of this year, inviting them to observe a class and talk to students. I am sure this reasoning played a big part in getting my principal on board. Also, I’ve found it is ridiculously easy to convince the layperson (parents & admin) who has ever been a student and gone through the grammar grind that it is ineffective. You get head nods of agreement. Most everyone remembers FL instruction as painful and anxiety-ridden. Our embracement of a silent period and not focusing on output gets HUGE sighs of relief from anyone who have been given PTSD from their previous FL experiences, haha.
This is something that I have been thinking a lot about during this year that I am working as a kindergarten paraeducator and also tutoring 2nd graders. At first I was just noticing all the parallels between what I’ve studied and learned about CI and the elementary students’ literacy education. Then I became aware of a huge controversy (even called “the reading wars”) that pits phonics drills against what is called “whole language”…basically using compelling input to encourage reading and language acquisition. Many of you probably know all about this but I have been amazed at how it’s just exactly like the debates in our non-native languages circles. I’ve just given over my tutoring sessions to a kind of salon atmosphere where we eat goldfish crackers and discuss our day, do artwork while listening to me read aloud and have wacky vocabulary practice sessions where the students act out or make little scenes out of phrases like “stop contradicting me, you’re being impertinent!” or “his nasal voice was barely audible”. I know a lot of admins would frown on this, but by the same token there is a huge body of research and experience that indicates that it’s a proven and sound methodology. So, if it makes me happy and I am laughing and playing with children and with language and I go home smiling to myself with a warm heart, then what else would I do???? No-one has the definitive answer here. I remember reading that Lightbown and Spada book that Eric mentioned when I first started going for my licensure about 3 years ago. The profound message I took away from it was this: Nobody knows. Nobody has the definitive answer on How Languages Are Learned. Nobody knows.
“Nobody knows.” – Yep. Good to remember that, to humble us CI lovers 🙂 Which is why they’re called Krashen’s 5 hypotheses and why he has repeatedly said in his articles that they are only hypotheses that “could be refuted tomorrow.” But, the hypotheses have stood the test of time thus far. Any evidence that appears contrary to Krashen’s SLA Theory is usually refuted, because it is not based on proficiency testing, doesn’t show the results in the long-term, and/or it can be argued the subjects did not receive as much CI as claimed, or else the CI was not compelling. When the CI isn’t compelling, there is more likely to be a focus on the form, rather than a focus on the message, and only in the latter is there acquisition.
Angie you know. When you say things like this:
…[we] have wacky vocabulary practice sessions where the students act out or make little scenes out of phrases like “stop contradicting me, you’re being impertinent!” or “his nasal voice was barely audible”….
you show that you do in fact know. In those little scenes (pure brilliance – I would love to be in there), you focus the kids’ minds on the meaning and not the word, which is how we learn languages, by focusing on meaning and letting the majestic deeper mind organize it all in the growing (unconscious) language system. In those scenes, you put in play the true language acquisition process by banishing from the room all conscious focus on memorization, etc. Vive l’inconscient!