The reading categories are in four languages - we just started this here about two months ago - and the purpose was to have an "instant cut and paste" option for our own readings based on Matava/Tripp stories. Not many people have

Laurie continues: The base story should contain your focus structures IF it is based on a class story. It [can even be] cut it down. Below are two [simpler] options: 1. Il y a un garçon. Il parle trop. Il n’arrête

A student said some really wonderful words in class today. After reading Laurie's Version 3 of the He Talks Too Much reading with absolutely no difficulties, as if she had been reading French all her life, she said: "Wait a minute! How did

Laurie continues: If we do every reading as an embedded reading, or every class story as an embedded reading, there will never be enough time. So, some thoughts: SAVE the embedded readings and use judiciously. For example: a) Use embedded readings when

These next three blog entries, taken from three comments made here by Laurie Clarcq,  clarify for us what scaffolding is how we can use it in our reading classes. In this first post on scaffolding, Laurie defines the term and

This is from a comment made earlier today:

Carol sent this: http://nflrc.hawaii.edu/rfl/October2011/articles/judge.pdf

Lori brought up the question of the value of translation back to L1. Here is what John said, and in my view it is spot on: As someone who had briefly turned entirely away from translation (in reaction to the “translation

This is a superb five star question from Lori: Ben, I know that this was brought up once before - about the perceived over-reliance in TPRS of translating stories into English.  This came up in my class recently after we did a