In a comment to this post: http://www.benslavic.com/blog/2011/11/22/the-beauty-of-the-three-locations/ John said: "I’m working on Matava’s “Talks Too Much” and “Refrigerator” in my two levels, and the students want to linger on one situation, and come up with all kinds of crazy details. This is great

Today I met someone who is majoring in Political Science with a minor in Spanish at Metro State University here in Denver. I asked why the minor in Spanish and she explained how useful it would be in whatever career

I always like to have a mindset before beginning a week of comprehensible input - a game plan devoted exclusively to comprehensible input, if you will, that I will not deviate from. I want to spend the week on what

http://www.brycehedstrom.com/2011/report-from-actfl-5-ninja-tprs

Looking back through some old files, I found this from 2009 when I was still teaching in a middle school. I wrote this before the new Colorado standards were published: I ran into three former students, two juniors in the high

"Determination, energy and courage appear spontaneously when we care deeply about something.” -- Margaret Wheatley

I got this from Chill. It might help you, Jim, on your project and anyone else interested in the topic. I'll put it under the Sauk Language category, which is our category for all things connected to preserving native languages: http://casls-nflrc.blogspot.com/2011/10/new-project-endangered-languages.html

We can't forget the beauty of the three locations. What do they provide? First, continuity - they keep the story from getting too wide, too big. The argument against stories that are too big is that, even if CI is

http://www.brycehedstrom.com/2011/report-from-actfl-6-the-good-stuff http://www.brycehedstrom.com/2011/report-from-actfl-7-the-walkabout