What is CI? – 4
This is a series of emails between our Denver Public Schools World Language Coordinator and Grant Boulanger, who is at the center of the change in St. Paul, MN. In it, what CI actually is comes up and fits into
What is CI? – 3
I have thought about it a lot, and I can honestly state that I mean no insult in my analysis of why traditional teachers stuck in the book and computer programs aren't showing a lot of desire to change in spite
What is CI? – 2
Here is Bob's response to the previous post about what CI really is, and I see there have been a few other responses to this thread. I am putting Bob's comments here because of some odd glitch in the comment software that prevents
What is CI? – 1
Bob Patrick asked, "What is CI?" I honestly think that teaching using comprehensible input – that term in lower case – is what Curtain and Met and all the other people who have jumped on the bandwagon mean when they
Keep On Truckin’
We know that in ELA instruction and in too many “CI” classes what they do is pile up the truck full of rocks and naturally most of them spill out on the road. What we do with CI, on the other hand,
Report from the Field – Skip Crosby
A report from skip from a recent CI workshop in Portland, Maine given by Francis J. Troyan: Hey Ben, I have now been to two 1.5 hour sessions of the "Teaching with Comprehensible Input". It has been very interesting. I have these
They Listen to Music
Today I was informed by two kids on separate occasions that they now listen to French music. They are level 2 kids. My day is made. I think that the reason they are doing that on their own is that they understand.
Michael Miller – A Huge Success!
Sabrina shares this great news from the moretprs list about our own Michael Miller. Of course, Michael worked with Susan Gross in the 1990's at this same school. Whenever I observed him his kids were in a constant German environment, lots
The Round World Group
Jody La Maréchale des Forces de l'Ouest said in an email: I think we should name ourselves “The Round World Group”. I can no longer see my work through the “flat world lens” no matter how many people believe it’s flat.
Input Precedes Output
This is from skip, who welcomes feedback: In an attempt to further the "how do humans acquire second languages" discussion I would like to make the following statements: 1. Oral proficiency is produced by repetitive comprehensible input - by understanding messages. 2. Writers