The listening input we provide for our students is not a set of activities but rather a process based on a template (we call it the first two steps of TPRS). In the same way, the reading input that we provide for our students is not a series of activities but rather a process that we can say […]

This writing idea is from a teacher in Robert’s school: Our French teacher is also an English teacher, and she showed us a way to nudge our students along in writing and give them the support they need while they do the cognitive stuff. While it isn’t acquisition per se, it helps student writing (which

It’s weird how we can work with this comprehensible input for years and not see things right under our noses. The idea of doing R and D as per recent comments here by Jody, where we just compare characters in novels to kids in our class, is something that I knew about, because I had

This is just to announce a new category designed as a gathering of information point for Mark Knowles at UC Boulder. If you get any information on how your TPRS/CI kids fare in college, pls. send it to him or put it here as a comment. Hopefully this category slowly grows over time and we

Robert reports on a recent RT workshop with Jason Fritze, the RT master, and we say a big thank you to both of them! I know that RT is on all of our to-do lists, and this Report from the Field may help us all get a little closer to reaching our RT goals: Hi Ben –

A group member asks: …where can I find ammo on the blog that has to do with why forcing output does not lead to acquisition?… Any ideas?

I was talking with one our AP’s today who is bright and actually sat in on the classes I did with Krashen here last year. She gets it. She was ALL OVER the jGR and I sent her a copy of that and then added the following: Gabriella the rubric I sent could be used

Here is more of the conversation between the Structured Input person at the U of Maine (comments in black) and skip (comments in blue). The first article is here: https://benslavic.com/blog/2012/12/09/structured-input/ Kathleen, Thank you for your ideas and for adding to the discussion. I feel so strongly about the need to discuss the “how” of second

Another series of emails, the third such collection, among the Latinists, but it applies to all of us. It is about Jeff’s organizing himself against attacks by ignorant people, but there is also a valuable thread about reading in here as well. There are lots of little gold nuggets in here. Jeff starts the exchanges

The essence of pop up grammar in R and D is to simply say, “X means ____ “. If a kid asks something about X and Gammar Man inside of us wants to go off on X, calling it an indirect object pronoun (big no-no to use the grammar term), we stifle all that knowledge

Robert gave a nice rundown of some terms that are thrown around a lot in language circles. Below he explains these terms to Chris, who right now is the kid enjoying challenging the emperors on their clothes or lack thereof as he works on a master’s thesis comparing terms like the ones below to what

A U-Maine French professor wrote a text on input that caught skip’s attention, who shared it with me. My opinion is that this professor would fail badly in secondary schools, and that she likely reaches a lot less of her four percenter dominated college classes than she may think with this approach. I’m sorry but I laughed – I couldn’t