This is a response to a teacher who is at his wit’s end about uninformed administrators requiring him to do things in his classroom that don’t make sense in terms of the research: Well then if this problem will lead to you just surrendering and being yourself, then maybe it’s not such a bad thing. […]
Alisa’s 2nd grade class recently created a one word image together (below). I present it here to make a point about who draws at those lower levels. I’m not sure we’ve talked about this here yet or if this point is in ANATS or ANATTY, but it needs to be made clear. The teacher or
I think that this statement reveals a big difference between NTCI and TPRS: “In non-targeted comprehensible input (NTCI) we use images as the starting point to impart language to our students and not the other way around. It is because images are more interesting than words to kids, especially when it is they who create
Our Alisa has already created a storybook collection in September with her 3rd and 4th graders. She sent me the collection which I share below. I feel that it is important to share here because we now have a great example of what many of us will be aiming to produce in the spring during
If anyone wants to present on ANATS, Greg shared this with us awhile ago and thanks Greg: https://docs.google.com/presentation/d/1Jk0yDZyZS_7RuTS11lybO8hR2awwuc9D1woCaFd98DM/edit#slide=id.g2a2aee8035_0_24
I just posted this a few months ago here but I am so passionate about the topic that I chose to post it again in case anyone missed it: Going. Going. Gone. The idea of novels is fading. We have worked too hard and for too many years to float those brick-like things. We have
The thing about TPRS was that not only were there too many rules, but also it required a certain type of personality. Since there was no real road map, or system, only certain teachers could handle it. On the other hand, non-targeted CI has no such confusing rules and, more importantly, is much more systemized,
A repost: So there are empty sandboxes and then there are sandboxes with (CI) sand in them, from which stories and all sorts of fun things emerge. How can this image be explored more deeply? Specifically, how can it be applied to teachers? Think of kids. What would happen on a real playground if a
More ammunition (from Diane Neubauer) for talking with admins who need help in understanding CI: Stephen-Krashen-summary-2 Stephen-Krashen-summary-2
The thought form “they won’t learn it unless I teach it” is a falsity in language acquisition. It is not true. Languages cannot be taught anymore than dreams can be consciously controlled. You can’t think your way to mastery of a language. The language acquisition process – the real stuff – requires that the process
When we think about our roles as language teachers, the most important aspect of our work is to love our children and give them hope in what they can do in life. In my opinion – and I’m not trying to sell anything with this next thought – the means that we pay back the
