Here is Shirley’s bio: I am a volunteer language teacher at two schools run by my church in Central California. I teach Spanish to fifth through tenth graders, trying to make the most of the three half hour sessions that each group has each week. All of my classes are multi-level with two grade levels […]

Here is a bio from Kelly: I teach Spanish 1 & 2 at Joliet West High School in Joliet, IL. I have been teaching with TPRS/CI for around 10 years now. A colleague of mine stumbled across a Blaine Ray Workshop, was instantly converted, and immediately began teaching with TPRS. He began sharing the wonderful

Inger Moran Here is Inger’s bio: My name is Inger (pronounced a bit like Inga) Moran and I am a French teacher in Arlington Public Schools in Arlington, VA. This year I am teaching level 1 French at two middle schools. During my first three years of teaching, I completed my licensure course work and

It is in our shared successes that we can find the strength to keep on keeping on. Jeffery, no stranger to the muck and mire of transitioning to comprehensible input based instruction, recently sent us an excellent report: Today, in my Latin I class.  I was working on creating a fictional family.  We had a mother and

I don’t know how long Diane Neubauer has been doing comprehension based instruction, but she is a force. She has a great future in and out of the classroom as a leader in promoting comprehension based instruction. Diane is one of a breed of new young teachers in our PLC who will one day be

There is so much to say about i + 1 that I am just learning. I don’t want to keep what I learn all in my head like some theory. I want to know how it works in my classroom so I can be a better teacher. I find it odd that now in my

Novels are too long for me to be able to do authentic texts using embedded readings. Here is another way to break down texts that may be 1 + 5 for our kids. (No we should not do them, but what if we want to do a text with a graduation class and we only

Barbara Vallejos is our esteemed colleague here at Lincoln High School in Denver. She has used CI and TPRS for almost 20 years now and quietly sets a standard for the rest of us in our department. Today a student in her Spanish level 3 class asked her after class, “Why am I still translating? Why

A report from Robert: Hi Ben, I just wanted to give you an update on what’s happening in my district. Currently there are three of us who are committed to TCI/TPRS: one in German, one in French, one in Spanish. There are others who are interested and transitioning, but obviously there is a lot of

Chill shares: Ben: It’s anecdotal, but encouraging nevertheless. I got this today from a college freshman. She is at University of Charleston. Chill Bonjour Madame! Hi! It’s Eve! Just writing to tell you that the stories that you have your students write for French are extremely helpful. In my French class here at college we

Here’s an Anne Matava script for a level 3 class: (Anne is working on a new collection of story scripts. It would be Vol. 3. There is also a set of scripts just for Houdini. We are working on those. Both will be published as ebooks only, and I should share that I won’t be

Here’s an Anne Matava script for a level 1 class: Doit passer l’aspirateur aspire plus tard je ne sais pas Frank doit passer l’aspirateur.  Sa mère dit, << Frank!  Passe l’aspirateur!>>  Frank ne veut pas passer l’aspirateur.  Il veut jouer au basket.  Il passe l’aspirateur parce que sa mère le dit.  Il aspire le frigo.