This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based […]
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
It is in the nature of the old language curriculums of the past to alienate most language students. Even the students who “succeed” in the old-style language classrooms don’t really learn much. They are typically motivated primarily only by the desire to get into college. It’s a sad commentary on the state of our profession
I will be out of New Delhi for the next nine days on spring break. See you all later and I do hope that we all get some great rest for the final push in April and May. We deserve it.
The new direction of this blog isn’t just away from boring SLA theory and the discussion of research. Its also away from its long held focus on using comprehensible input in the classroom. There is a bigger goal, one I forgot about in all the excitement about the CI. The new goal for me in
Angie describes below how to upload class video footage from an iPad to YouTube. I include it here to make it easy for people to load up in the comment fields video from their own classes. I publish these current four posts on Video Comments with great hope that this new option from Angie will
I’ve noticed that the more compelling my input, the faster I can speak to my students with their nearly full understanding. When my input is boring or merely kind of interesting (means it’s not all about them), I find that I have to speak more slowly.
