At 16:38 in the video President Obama says, “We want children…learning about their language and learning about their culture.” This is wrong. We want them learning the language, not about it. We realize that the culture cannot be transmitted to new generations without some kind of vehicle – language. At 20:00 the gentleman explains about […]
Story Listening can save the Lakota language. Study this: http://www.welovedeutsch.com/story-listening
There is a tendency to think that the solution to save Native American languages is somehow different than just doing CI. But the young children of the Lakota and other indigenous peoples don’t need some kind of special instructional experience that is different than students of modern languages receive. The solution is not different because
When working from an invisible character with both physical and psychological characteristics that have originated in the group – either as a one word image or individually created image, depth and interest are generated in that character. Students become authentically involved with what is going on in class because the characters reflect genuine concerns that
As a general rule, the most effective stories contain far fewer new ideas and far fewer sentences than most teachers have employed in storytelling in the past. It is highly recommended that teachers limit the amount of new information allowed into the story throughout the questioning levels. It will help everything. Moreover, kids want stories
Alisa sent this: https://www.washingtonpost.com/lifestyle/2019/09/26/students-high-achieving-schools-are-now-named-an-at-risk-group/
This is a repost from 2009: I heard somewhere that if you do something, anything, for 10,000 hours you gain mastery of it. It doesn’t matter what it is. But you gotta do it. You can’t fake do it. So, if it’s learning Lakota, you can’t do worksheets and study a book that talks about the
This is a lengthy post, but worth the read in my opinion: The goal is to use how we assess to build a positive response in class from our students, to build them up for trying and not necessarily for achieving. What things can we do? We can ask for little rounds of applause for
As a language teacher, I like simplicity and therefore I like repetition. Simplicity and repetition help my students remember and allows me to see much greater engagement from them than when I try to teach too much language. When I teach too much language my students feel – on a daily basis – the weight
From time to time, group members send me interesting articles to share with the group. Alisa has sent these two, which you may find time to read during your planning period this week: https://www.bookwidgets.com/play/AE3NJQ https://hbr.org/2019/01/data-was-supposed-to-fix-the-u-s-education-system-heres-why-it-hasnt
I’ve actually never read a comment like the one reproduced below, and the reason that that is a big deal to me is that over the past 15 years here there have been over 70,000 comments, so this is a rare one! It’s from Carly (Oct. 25). What she wrote represents in my view a
