Unlock with PatreonThe Problem with CI
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Non-targeted
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5 thoughts on “Non-targeted”
You’re very welcome! I’m just glad to be helpful and to be able to share my own thoughts on the subject. I feel like it’s a very freeing concept, and I’m very excited to see where things go- particularly with how it makes class both more relaxed and more interesting(and simpler…).
Bryan,
Yes thank you so much! I always had issues holding onto both ‘making everything transparent’ and the Net Hypothesis/ i + 1. In my own WL acquisition experience, I’d learn the new words in context – like cooking/food words I’d learn in the kitchen or in a convo about cooking…
I do believe the backlash is a ‘relinquishing control’ issue, and as more practitioners try NT (I think they will – targeting gets boring real quickly and the prospect of ease? Give ’em just a bit o’time!)
Also (and I know there’s maybe no definitive answer yet) it’s totally fine to build up some foundational language through other more classical techniques – so long as everyone’s having fun and getting accustomed to the sounds and meaning- – and then just as circling starts to lose it’s luster, cuz you are sick and tired of your own dang voice and THEY GET IT FOR GD’S SAKE! ease into the other delivery strategies, like NT, SL and the like…
Yes Alisa the fact is that there is nothing bad happening in our community. We are just expanding our shop!
Bryan come to Cascadia in Portland (a.k.a. The Rivendell Gathering) – last week of June.
Love the pinball vs. the amoeba image. I have been doing NT since the experimentation with the invisibles with the bulk of my curriculum. Not natural SL is being spliced in. I also do some ramdom PQA as an activity. However my PQA does not come from a book or story. It comes from genuine interest. Why model being fake to students in a CI class?
With NT, I imagine that there actually can be a whole array of tools to keep ourselves in check. There could be different types of student jobs that perhaps the barometer student does to influence the rate of input or (perhaps) even better, this student(s) can inform us about the compelling nature of our input. After all, something that is compelling is more than likely comprehensible to the learner but something that is not comprehensible can rarely be compelling. Here what is deemed as “comprehensible” to me is dependent on what is compelling.
Bryan’s paragraph is so dense. Compelling input wins over targets. I have been lately thinking of structures as Arrows instead of targets. They are suppose to drive the story. I do simplify some things when I feel like I am adding too much. So how can we become like amoebas instead of pinballs? What are tools that teachers are using?
There are students that are faking it. There has to be “Engagement Hacks” for both ourselves AND our students however beyond ISR/jGR. Though I explain that my Interpersonal skills are life skills and are areas of growth, having students engage internally with the input is paramount.
I think that traditional TPRS teachers focus on external behaviors way too much but it may be coming from school culture. Interaction via speech shouldn’t be mandatory but ramping up engagement via movement, facial expressions, non-verbal body language helps immensely.
How can we personalize without much pressure? The invisibles offers a wonderful solution. We can notice the energy and attention as students are on the edge of their seats as I tell the story of Jimmy the Burnt Chicken Nugget.
No the students don’t have to understand everything. 100% transparent instruction is not the way people acquire languages. Being made responsible to know vocabulary for a test is not the way people acquire languages. For more search “Krashen Din” and/or “Net Hypothesis”.