Everything listed here is just a suggestion: To start the year, we can ask ourselves if we have addressed these (optional) things: 1. Wall Posters (see Resources/Posters on this site for a complete list) including: Word Wall blank big post-its or butcher block paper up, empty, to eventually become a Verb Wall of “acquired” verbs Question Words Classroom […]

A new article from Krashen. I think it is from Nathaniel, but pls. correct me if necessary: Does Duolingo “Trump” University-Level Language Learning? Stephen Krashen March, 2013 Duolingo is a web-based self-paced language teaching program that guides students step-by-step through a sequence of tasks, largely based on translation. It is clearly aimed at conscious learning, although

Here is a suggested fourth blog post/communication with parents about what to expect in your classroom this year: How Children Learn Languages – A BBC Video Worth Our Attention As a follow-up to the previous post on how we learn languages, I am posting this link to a video that goes deeper into the subject.

I really like the idea of mentioning to parents before school starts what to expect in terms of expectations from their child in the coming school year. I know that not all parents will be able/take the opportunity to do this, but some do. This third suggested blog post is about the classroom rules: French

This second suggested school blog post/communication with parents is intended to alert parents to the fact that they should not expect much output based instruction in your language class this year:   Listening and Reading Are the Key Early Skills: It takes a lot of listening to a language to be able to speak it,

Teachers who have a school blog or some other kind of electronic information page for parents might want to consider some of the articles here that I have posted on my own American Embassy School site here in New Delhi. If you use any of them, please feel free to copy or alter in any

I noticed that whenever Dr. Krashen talked to us in St. Paul this summer about comprehensible input and how it should be interesting, he also added, as I remember, that the input should also hopefully be compelling, It seemed to me as if he has lately come to see that in fact interesting CI is

When we try to use our conscious minds to arrange, drive and organize what is an unconscious process, we invariably bore the incredibly powerful unconscious mind. It’s like a little boy trying to get up on stage and elbow some great Italian tenor off the stage, and start singing himself. The unconscious mind then just

OK what is the deal with Haikudeck? Are we going to use it as a slide show delivery platform, or just some of us? How will we make vPQA happen, for those doing it this year, in our classrooms? Will most people just make their vPQA slide shows using Google Images in PP? My reasoning

David Sceggel makes good points about CWB below. This is his comment from last night turned into a post. The reason I post it is because in the first article on the first day of class, I said that I was planning on doing less CWB than in past years in favor of more direct

Here is my 2015-2016 professional growth statement: I want to finally use pausing, a collaborative norm for any group, in the real way, not mechanically. I hope that doing this will allow me to get a window into what my students are getting, really getting, from my instruction. I want to always explore what I

As we continue laying the theoretical groundwork for the first CI class we teach this year, and we’ll get to the nuts and bolts of that soon, we again make the point that organizing CI instruction in terms of choosing certain verbs to teach in a certain order, usually an order based on frequency of