Before 1990, we had stuck language learning up in the brains for so long with the book. Then Blaine applied Krashen’s ideas on purpose in the early 1990’s. For Blaine it was a wonderful process which for him in the earliest days was highly intuitive and aligned so nicely with SK’s work that an instructional […]
Heading into a tough part of the year, we need mental support tools. The classic French dictée format to teach writing and reading is a powerful tool indeed. I think of dictée as a nice complementary activity to stories. I can even teach grammar during a dictée without using of a book. When would I teach grammar?
Jen wrote this a few days ago here as a comment. I made it into a post: The gulf between research and real live classroom / school requirements for teachers. I am not saying we can’t bridge it to a large extent. Our children are suffering. We do not really know their lives in the
This is by Tina: You have told a story to the class as in Story Listening, or created a story with the class, or you have done a One Word Image with the class. Now you can extend that into creating a text with them and using that text for the Reading Options. Click here
To come to a greater understanding of terms that are in vogue right now, the reader is asked to read this: https://www.google.com/amp/s/martinabex.com/2017/01/04/story-script-to-target-ar-imperfect/amp/?client=safari Also this: http://skrashen.blogspot.com/2016/11/three-options-non-targeted-input-and.html
I find it outrageous that teachers have to so often jump through so many hoops justifying their decision to teach using comprehensible input. Such pride in those they work for and with! We ought to just come out and say it and get it over with: trying to learn via textbooks and worksheets when using
When a teacher shows by example how much can be done with CI, others in the department or district sometimes call in trainers. It becomes a tug of war between those who want to change the program and those who don’t. In the latter category, there is a typical litany of questions they ask. One
Trying to find a certain building in New York City’s canyons and complexities is not easy. I suggest that we avoid building a New York City out of our work with comprehensible input. I sense that many of us are making mini New Yorks in our classrooms. We can’t seem to dive off the high
Here is how Wikipedia describes Krashen’s Natural Approach: …the natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious
I’m reposting this. I feel it is going to be an important thread here this year. I will follow this with a related post tomorrow. In it, Alisa asks a few questions that would make for some good group discussion. Last year at the American Embassy School in New Delhi I spoke with my principal
Good article from Erica: http://www.profepeplinski.com/profes-blog/learning-a-language-or-3-or-4-is-for-everyone
This article was written a few years ago and published in Education Week by our PLC member Jeanette Borich. It provides an excellent overview of what we are all about in our comprehensible input classrooms and so I reproduce it here as a kind of way to hit the reset button after our vacation to
