As some of us know Dr. Robert Patrick teaches a graduate course in education at the University of Georgia (LLED 7045 Comprehensible Input and Second Language Acquisition). He recently forwarded to me an interesting exchange with a student:
This is the first in a series of seven articles against grammar instruction. Grammar instruction hurts kids. Stop doing it if you still are.
In the past, teachers would take a batch of bricks, called a chapter in a book,
Below is a repost of a recent article by James, with some additions by me. I would like to call the first article “James’ Great Argument Against the Modern Argument Against CI in Schools 1” or jGA 1 for short.
I want to keep the Latin discussion front and center. I am beginning to see that there is some unique stuff going on right now. Churning beneath the waters. In a small part of the ocean. That few have noticed yet. But
Using too much English in the classroom is a situation that we all face. We need to get this one tied down for next year. It is hugely connected to classroom discipline and and gains in fluency yet we don’t
Krashen and TPRS. Both mean little in Babylon. If the story about Madame Curie is to teach us anything, it is to get us to finally initiate a dialogue based ideas that won't create a firestorm of ignorance about what those
Is comprehensible input a strong enough force to bring change to school cultures? I'm not asking if it is an effective force in general. Indeed, it is THE driving principle of language acquisition. Rather, I am asking if it can
Chris, again, congratulations on attracting the attention of the big dog with your paper.
A while back I had asked Krashen a simple question. I asked him how he would describe his own work. I wanted to hear what he would