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. 

Last week there was a discussion about DO NOW over on the forum. I asked Annick Chen if she would share what she puts on her smart board at the beginning of each of her classes and she agreed: Annick Chen’s Ideas of DO NOW & EXIT TICKETS (1)

Here is an update from Bob on his adjunct work at the University of Georgia: The department just asked me yesterday if I would consider teaching this spring (they asked about summer two weeks ago). The World Language and Literature Dep’t. folks are just very, very positive and supportive about this work. My intention, if

I think that it is fairly accurate to say that we haven’t seen any full blown classes in CI taught at the university level, ever. Krashen gets mentioned, of course, but it is always in a way that does not convey the true power of his five hypotheses in bringing fluency, as if he is

I have gotten better at staying in the target language because of the Ten Minute Deal. I have only been doing it for a few weeks, but I am getting some really strong ten minute periods in the TL with only a few short four second clarifications. I can do comprehensible input in the TL

Chris said this in talking about a thread started by Eric Herman about the use of L1 in the classroom: …I’ll just randomly say funny, weird, random things in English which then turn into 1-2 minute random rants or conversations in English that I then have to get away from and get back into Spanish

James Hosler has agreed to moderate the forum which is clearly going to need moderation. Also I asked Trevor to add a Successes page to the forum, a great idea this morning from Carly. We need both! Thank you James and Carly!

I am so irresponsible with using English in my classroom that I now have asked a kid to time ME on how long I go in L2 before an L1 fail. The kids are really accurate about it. Each kid in each class who has me on the watch is like my own personal track coach

With Chris and Kristen and Charlotte and others in Canada, I feel change is on its way. Like the change in the U.S., the change in Canada is starting in the West. A few days ago I got this letter from a parent in British Columbia (I transferred it from another post to here). It

There are reasons to take it easier at the upper levels. I know, we get excited because, by the end of level 2, with all that input in the form of stories and other forms of CI, we see ourselves having the potential for great in-depth upper level study with our kids. They’re ready. They can

As people get to know each other they learn more about each other. I didn’t know that Robert Harrell was a pianist OR had a paper route as a kid. I didn’t know that he used to be one of those guys dressed in knight’s armor storming in on a horse doing battle with someone else