A lot of us in the language teaching profession might agree that, even in CI/TPRS circles, the lack of balance between form and function in our profession is a core factor in explaining our unceasing failures to really reach kids with good communicative activities. Why do teachers trying to teach using comprehensible input fail so […]

This design maxim came out of the 19th century in architecture. I love it. Here is an example from Wikipedia about its meaning: “If the design of an automobile conforms to its function—for instance the desire to sit six people in two rows—then its form is said to follow its function.” How does this apply

Hello Ben and Patreon group. I have been doing CI since 7-8 months. I joined this group because I really like your Star Sequence, I see great opportunities in it. I teach adults online mostly on level A1-A2-B1 in Budapest, Hungary. Because of COVID I no longer work in language schools, but I started my

Those working in the Ultimate CI books are reminded that you can start a class with not just the student cards but also one word images and individually created images, even though they are not described until Book 2. It depends on where you are with CI. If you are just beginning, use the student

Q. What do I do with my fast processors who are always trying to get me to speed up?  A. Don’t acquiesce to their demands. Tell them that you will not speed up to the level they want in your instruction until all the kids in the classroom understand.  Tell them that you are doing

Q. How long should I do tableaux before going to stories? A. It is my belief that you should do them a lot longer than you think. Q. How long? A. Well, it always depends on the class, of course. Do they convey respect to you and your work? Have you built a feeling of

In my view, the vocabulary lists required by schools and school districts do much to ruin the possibilities that might otherwise be found in comprehensible input language instruction. Such lists throw mud on the kids parading down the street in their shiny new language learner outfits. I have made the point many times elsewhere and

Important notice: For teachers working in urban/inner city or rural school districts or any districts where there is not enough proper support for language teachers, my materials – all of them – are available at no charge.  This includes my Ultimate CI Books 1 and 2 trainings, the books, the FlipChart™, the course syllabi for

Hey everyone – No sooner did I announce the French online classes than – now – I am cancelling them. It’s 100% in the interest of self-care.  It’s better for me now to rest than work, and as no one knows better than you, teaching a language online or in a classroom for that matter

Hey Ben – I’m teaching a family of three boys. The StarChart is producing great results for me too. In our story (image below) the oldest boy really likes to read. He’s reading in a tree and he’s very sad because he’s reading a fashion book. He’s crying and crying, because he’s jealous that his brother

Listen. When as a CI teacher you target vocabulary lists, you set yourself up for failure. LANGUAGE ACQUISITION DOESN’T WORK THAT WAY. When you stop shackling yourself to those word lists, it all opens up. That’s all I wanted to say but I do want to throw in a big question: Why don’t language teachers

The work we do consists of so much more than we are given credit for. But YOUR work, your life work, is revolutionary and will save many careers. I understand why you keep going even in retirement….the disservice being done to children trying to learn other languages. The rest of my classes today were essentially