Jody wrote in 2009: I also teach songs. Duh– (especially with my little ones), but NOT because I actually believe it increases language acquisition very much. That is pretty easy to prove. Stuff from songs very rarely shows up in spontaneous speech–my litmus test. Why do I teach songs (and I do in all of […]
This is beautiful, from Laurie’s blog today: blog.heartsforteaching.com/2011/11/27/a-powerful-example-of-acquisition.aspx
In a comment to this post: https://benslavic.com/blog/2011/11/22/the-beauty-of-the-three-locations/ John said: “I’m working on Matava’s “Talks Too Much” and “Refrigerator” in my two levels, and the students want to linger on one situation, and come up with all kinds of crazy details. This is great because they are excited about it, but it forces me to go
Today I met someone who is majoring in Political Science with a minor in Spanish at Metro State University here in Denver. I asked why the minor in Spanish and she explained how useful it would be in whatever career path she chose. I agreed, but didn’t say anything further.
I always like to have a mindset before beginning a week of comprehensible input – a game plan devoted exclusively to comprehensible input, if you will, that I will not deviate from. I want to spend the week on what matters, on what I know brings proven results. Otherwise, without the mental discipline of being
Here is Shannon’s bio and with it the reminder that Dec. 1st is the deadline to submit them. It doesn’t have to be great. Just talk about how you came to be a CI person and what your strengths and weaknesses are. It’s just a way to get to know each other better and be
I have been meaning to get this article into an edited form. Brian highlighted some particularly important passages in green but I put them in pink below because it shows up better. It’s worth the long read for obvous reasons. I love that it comes from a journal of scientific research and from Iran, and I also love
Looking back through some old files, I found this from 2009 when I was still teaching in a middle school. I wrote this before the new Colorado standards were published: I ran into three former students, two juniors in the high school I feed, and one ninth grader, yesterday. The juniors came to my classroom after
“Determination, energy and courage appear spontaneously when we care deeply about something.” — Margaret Wheatley
I got this from Chill. It might help you, Jim, on your project and anyone else interested in the topic. I’ll put it under the Sauk Language category, which is our category for all things connected to preserving native languages: http://casls-nflrc.blogspot.com/2011/10/new-project-endangered-languages.html
We can’t forget the beauty of the three locations. What do they provide? First, continuity – they keep the story from getting too wide, too big. The argument against stories that are too big is that, even if CI is happening, it can be overhwhelming and so is best avoided. We want to have stories
